The Application of a Protocol for Virtual Certifying Examinations: Five-Year Results (2020-2024)

In 2016, researchers warned that as medical education becomes increasingly dependent on video-recorded data, protocols must be developed before an international conflict forces the conversion. Four years later, SARS-CoV-2 forced medical societies to find social distancing options for certifying examinations (CE). Our objective was twofold: incorporate a communication protocol that impacts the video-capture process for each candidate in an established review course; and monitor results on the CE (2020-2024).

A multi-institutional prospective cohort design was used to assess "virtual-presence" and "knowledge-base" of candidates pre and post intervention. Didactics from previous in-person courses were reengineered to include sessions on variables that affect professionalism on virtual platforms. Descriptive statistics were conducted comparing pre and post-test scores for each metric. All sessions were interactive. The final session was a simulation of the American Board of Surgery (ABS) (CE).

Zoom Professional was selected as the video conferencing application to simulate the ABS CE. Settings were mixed: home, office, hotel rooms.

The 136 candidates varied: general surgery, plastic, vascular, several fellowships, and eleven residents. Twenty-three volunteer faculty and 2 communication scientists were invited to participate.

Use of technology versus live in-person interactions presented a challenge: direct eye contact was impossible, images were limited to a coronal view, and the activity of the social systems of the brain was reduced. The paired-samples t-test demonstrated a statistically significant improvement in virtual presence over 5 years. Knowledge bases varied more than in previous in-person courses. Pass rates were excellent for those who followed the virtual protocol. The protocol assisted those with hearing loss, hypochondriasis, soft voices and eye-contact avoidance behaviors.

All candidates were initially unaware of shortcomings regarding their virtual presence. All received continuous constructive feedback. However, those who incorporated their virtual protocol were successful in their certifying examination and perhaps improved their virtual patient and colleague interactions.