Positive perceptions of virtual didactics during the COVID-19 pandemic: a survey of dermatology residents' satisfaction, perception of efficacy and preferences.

Background During the COVID-19 pandemic, resident didactics at many institutions, including ours, were transitioned from in-person to virtual. Objectives We aimed to examine dermatology residents' attitudes towards virtual didactics, assessing their satisfaction, impression of effectiveness and preference, along with factors correlating with these responses. Methods An online questionnaire was administered to dermatology residents at our institution 3–6 months following the transition to virtual didactics. Results The response rate was 26 of 31 residents (84%). Of the 26 respondents, 20 (77%) expressed satisfaction, 15 (58%) effectiveness and 12 (46%) a preference towards virtual didactics. Factors associated with satisfaction included feeling that virtual didactics positively impacted learning retention, represented time well spent and utilized high-quality images. Perception of effectiveness correlated with using high-quality images, baseline preference for online instruction and feeling engaged. Factors associated with preference for virtual didactics included having opportunities for critical thinking, using high-quality images and utilizing images applicable to teledermatology care. Advantages of virtual didactics included convenience, decreased commuting and easily hosting guest lecturers. Disadvantages included distractions/decreased focus, reduced social interaction and difficulty with communication. Conclusions Residents expressed satisfaction with, effectiveness of and some preference towards virtual didactics, which correlated with numerous factors relating to the learning environment, prior educational experiences and technology. Our findings suggest that it is reasonable to maintain a virtual didactic component as part of dermatology resident education. Furthermore, our data provide insights into strategies that residency programme directors and educators may consider when/if integrating virtual didactics into future educational curricula. [ABSTRACT FROM AUTHOR]