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Developing a blended learning postgraduate teaching programme in anaesthesia: pandemic and beyond.

Peter Charles Cooke1, Nisha Hajamohideen1, Hasanthi Gooneratne1

  • 1Anaesthetics, Colchester Hospital University NHS Foundation Trust, Colchester, UK.

Postgraduate Medical Journal
|April 17, 2023
PubMed
Summary

To address reduced postgraduate medical education during COVID-19, a blended, asynchronous teaching program was developed for anaesthetic trainees. This innovative online approach successfully maintained trainee interaction and received positive feedback on content and delivery.

Keywords:
COVID-19adult anaesthesiaadult intensive & critical carebasic sciencesmedical education & training

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Area of Science:

  • Medical Education
  • Anesthesiology
  • Online Learning

Background:

  • The COVID-19 pandemic significantly disrupted traditional postgraduate medical education, limiting formal teaching opportunities for doctors in training.
  • Anaesthesiology trainees faced particular challenges in accessing essential postgraduate training and preparation for examinations due to pandemic-related restrictions.

Purpose of the Study:

  • To design and implement a blended and asynchronous teaching program for anaesthetic trainees preparing for postgraduate examinations.
  • To evaluate the effectiveness and participant satisfaction of an online medical education model during the COVID-19 pandemic.

Main Methods:

  • Six 90-minute live online teaching sessions were delivered between July and September 2020, incorporating interactive educational tools and didactic presentations.
  • Sessions were recorded and made available on an online learning platform for asynchronous access, allowing participants to review content at their convenience.
  • Participant feedback was collected using a combination of Likert scale questionnaires and free-text comments to assess satisfaction with the course content, delivery, and interactive elements.

Main Results:

  • The online teaching program received overwhelmingly positive feedback from anaesthetic trainees across all evaluated sessions.
  • Participants highlighted the interactive elements, quality of content, and effectiveness of delivery as key strengths of the program.
  • The blended, asynchronous model successfully replicated the sense of community and engagement typically found in traditional face-to-face teaching sessions.

Conclusions:

  • A blended and asynchronous online teaching program can effectively deliver postgraduate medical education when traditional face-to-face methods are not feasible.
  • Innovative educational applications and online resources are crucial for ensuring the continuity and quality of medical training in the face of unprecedented challenges.
  • This model provides a scalable and adaptable solution for future postgraduate medical education, enhancing accessibility and engagement for trainees.