Learning at home during COVID‐19: A multi‐institutional virtual learning collaboration

Short abstract

With this issue we begin print publishing the responses received in our call for Medical Education Adaptations: Lessons learned from educators' experiences rapidly transforming practice on account of COVID‐19 related disruption.

1. WHAT PROBLEMS WERE ADDRESSED?

Given the cancellation of all elective procedures with the coronavirus disease 2019 (COVID‐19) crisis, many anaesthesiology learners are assigned to stay at home, limiting opportunities to learn in the clinical environment. We report on a novel use of existing resources to structure a daily nationwide learning experience, using Kotter's change management model (KCMM) to drive the process: (a) create urgency; (b) form a guiding coalition; (c) create a vision; (d) communicate the vision; (e) remove obstacles; (f) create short‐term wins; (g) build on the change, and (h) institutionalise new approaches. In the field of anaesthesiology, we describe the use of the Anesthesia Education Toolbox, ¹ an online learning management system with resources for in‐person and asynchronous learning.

2. WHAT WAS TRIED?

• 1The COVID‐19 pandemic created a clear sense of urgency to develop and collate shared educational resources to support non‐clinical learning.
• 2Educational leaders of institutions subscribed to the toolbox were asked to join a task force to prioritise learning needs.
• 3We aimed to create an engaging virtual learning curriculum for anaesthesia residents that would provide at‐home learning.
• 4We promoted sessions and solicited participants, content experts and facilitators by email and posting to social media.
• 5We were able to collaborate effectively using videoconferencing.

• 6We developed a daily virtual learning session, allowing residents from across the country to engage with peers and subject matter experts. We used existing resources in the toolbox and structured them into a schedule covering 1 hour of content per day, considering active learning, sequencing and Bloom's taxonomy. Content experts and facilitators could present their own material if desired. Participant engagement occurred by using the chat or polling feature, or asking questions via microphones. Participation has averaged from 40 to 160 people from more than 10 institutions in the USA and Canada. The sessions are recorded and catalogued in the toolbox for future use.
• 7We are in the process of expanding the daily content, with the goal of developing an enduring curriculum.
• 8This innovation is now a required part of the curriculum for our learners.

3. WHAT LESSONS WERE LEARNED?

Rather than individual programmes transitioning their in‐person teaching to an online platform, it is possible to quickly and efficiently restructure existing resources from multiple institutions to create an online synchronous educational experience. The innovation lies with coordinating multiple institutions to share resources to support resident learning. Doing so takes someone to assess available resources and resident needs, identify an accessible online platform, and organise the curriculum and faculty members. Presenters are encouraged to gain experience with the online platform prior to their lecture. Having an experienced moderator for each session helps them run smoothly. The time of 13.00 hours Pacific Standard Time has worked well for learners in all time zones. Access to resources was enhanced by making the toolbox free for all programmes across the country. Initial feedback indicates content is more robust and better received by having faculty members from multiple institutions who are national leaders in the specialty. Thus far, 63% of participants have attended more than one session.