Socially Distanced Teaching: Faculty Feedback on Teaching During Telemedicine

Area of Science:

• Medical Education
• Digital Health
• Healthcare Pedagogy

Background:

• The COVID-19 pandemic necessitated a rapid shift to virtual care settings.
• Clinical faculty and trainees adapted to new virtual teaching modalities.
• Understanding educators' perceptions is crucial for effective virtual medical education.

Purpose of the Study:

• To evaluate clinical faculty perceptions of teaching medical students in virtual care settings.
• To assess changes in perceptions after initial exposure to virtual teaching.
• To identify factors influencing the effectiveness of virtual medical education.

Main Methods:

• A survey was administered to clinical faculty, fellows, and residents.
• Perceptions of virtual teaching were assessed before and after 3 months of experience.
• Data analysis focused on changes in perceived teaching effectiveness.

Main Results:

• Perceived effectiveness in teaching acute care significantly improved.
• Perceived effectiveness in teaching chronic care also significantly improved.
• Initial experiences with virtual platforms positively impacted faculty perceptions.

Conclusions:

• Faculty experience with virtual platforms enhances perceived teaching effectiveness.
• Further development and comfort with virtual tools can optimize medical student education.
• Adapting faculty development strategies is key for successful virtual care education.