E-Learning in Vascular Surgery in the Post-COVID-19 Era: The EL-POCO International Survey

The COVID-19 pandemic influenced vascular surgery education, leading to increased reliance on e-learning platforms due to restrictions on in-person gatherings. This study explores the evolution of vascular e-learning in the post-COVID-19 era through the international survey.

A cross-sectional, web-based survey was administered to a cohort of vascular surgeons and trainees who previously participated in the EL-COVID study. Conducted between February 2024 and February 2025, the EL-POCO survey comprised 16 items designed to evaluate current engagement with and perceptions of e-learning modalities within the vascular surgery community. Descriptive analyses were conducted following rigorous data validation, including deduplication via IP address and timestamps. Comparative analysis with EL-COVID data assessed temporal trends and shifts in perceptions of digital education.

The analysis included 161 valid responses from a geographically diverse sample of 44 countries. Findings demonstrated a significant reduction in participation rates in online educational activities postpandemic, particularly in national and international conferences, which had previously experienced heightened engagement. Despite this decline, a majority of respondents (76%) reported a positive or highly positive perception of e-learning, with many indicating an improved outlook relative to the pandemic's peak. A growing proportion of participants expressed willingness to incorporate online learning activities into their professional curricula, contingent upon formal recognition through Continuous Medical Education accreditation.

Although the resumption of in-person educational activities has resulted in decreased online participation, the vascular surgery community continues to recognize the value of digital learning, with overall perceptions remaining favorable and improving. The insights gained underscore the necessity to refine virtual educational strategies, emphasizing interactive content, accessible asynchronous materials, and formal integration within professional development frameworks.