Table 1.

Residency covid-19 training impact on surgical, medical and services specialities.

Authors (and affiliations)	Specialty	Learning tools	Reorganization of work shifts	Assessment method
Okland et al.24 Department of Otolaryngology, Head and Neck Surgery, Stanford University, Palo Alto, CA, USA;	Otolaryngology	Surgical simulation, 3D printing, Surgical kits, 3D Take-home simulation	–	Pre and post surveys are provided to the residents to evaluate the utility of the exercise
Leck et al.33 Division of Neurosurgery, Dalhousie University, Halifax, Nova Scotia, Canada.	Neurosurgery	-Virtual online meeting guarantee half day teaching session: morbidity and mortality rounds, journal club, and multidisciplinary team rounds -expanded telehealth management	Two separate teams of residents work 6 days on and 6 days off	–
Kogan et al.28 Rush University Medical Center, Chicago	Orthopaedic & traumatology	Virtual learning – independent study – surgical simulation	Two groups of 15 resident: Home Team and Hospital Team. After a 2-week period, the Hospital team switches with the Home team, helping to ensure that at least half of the residents are healthy at any one time.	The Objective Structured Assessment of Technical Skills (OSATS), Global Rating Scales, and ABOS Surgical Skills Assessment Program
				Self-reported resident questionnaires
Schartw et al.22 Department of Orthopaedics, Emory University School of Medicine, Atlanta, Georgia	Orthopaedics & Traumatology	- Daily one-and-a-half-hour collaborative, faculty-ledinteractive learning sessions on a topic- musculoskeletal subspecialty visits performed via video-enabled tele-medicine- academic endeavors: clinical research projects, grant writing, quality improvement ventures	Two teams structured as “active-duty inpatient” and “remotely-working.”	Mcq about daily topic
Sabharwal et al.23 The Johns Hopkins University School of Medicine, Baltimore, Maryland	Orthopaedic & Traumatology	-Faculty-led teleconference: case presentation format -Prerecorded webinar viewing: teleconference topic (flipped classroom) -Assigned reading: covering next day's teleconference topic (flipped classroom)	–	Chief resident-led teleconference: question review format, on earlier faculty-led topic completed independently
			2 teams: Team A (remote team) and Team B (on duty team) at each of 2 main hospitals that alternate clinical in-hospital duty every 14 days.	In-training exam question completion and review (50 questions)
Malhotra et al.14 All India Institute of Medical Sciences, New Delhi, India	Orthopaedic & Traumatology	Online lectures, Seminars and Journal Clubs with live streaming and interaction	Divided into multiple teams (Teams A & D rotate with teams B & C every 4 weeks) Each team comprise of senior and junior level residents One team is assigned for COVID care 25% residents are kept as reserve Others manage operative, inpatient and outpatient services on rotational basis	–
Nassar et al.25 Department of Surgery, University of Washington, Pacific St, Seattle, WA	General surgery	Inpatient Care: This team performs all in patient clinical duties, including daily rounds, new consult staffing, admissions and discharges, and documentation. Operating Care: This team coordinates the operative care of patients and participates in the operations. Clinical Care: This team participates in outpatient clinics through telehealth The 3 teams would theoretically never physically interact	Three new larger teams called Alpha, Bravo, and Charlie. Each new team consisted of resident of all ranks, complemented by nurse practioners. The clinical workloaded and mandatory staffing needs were similarly divided into 3 patient care domains: inpatient, operative, and clinic	–
Varga et al.26 Cleveland Clinic, Akron General Urology Program, Akron, OH	Urology	3-h daily check.in conducted on virtual platform: -Indications for the major “high-priority elective” robotic cases for that week -AUA updates -Faculty/guest (previous graduate of the program) lecture or AUA Core curriculum topic of choice. Journal club	-One junior-level resident is designated as the “on call” resident for the 2 adult hospitals -Only emergent consults should be seen by the junior-level resident in order to limit patient interaction and the potential spread of COVID-19 -One senior resident is designated as the “backup” point of contact and is in the hospital during the day to help with major cases -One senior resident is to cover the children's hospital via home call	After each meeting, a summary email is sent by program director or chief residents to all members of the residency program, serving both as a debriefing as well as a tracking system of our academic progress during this challenging time.
Chick et al.12 Brooke Army Medical Center, San Antonio, Texas; and †University of California at San Francisco, San Francisco, California	Surgical specialities	Flipped Virtual Classroom model	Avoid gatherings >10 people	–
		Online practice questions	Avoid rotations between different sites
		Academic conferences via teleconference	Cancel or postpone elective operations in a hospital setting
		Telehealth clinics with resident involvement	Minimize nonessential personnel in the operating room
		Facilitated use of surgical videos	Maintain disaster management and mass casualty triage principles
Almarzooq et al.11 Brigham and Women's Hospital, Heart and Vascular Center and Harvard Medical School, 75 Francis Street, Boston, Massachusetts	Cardiology	Virtual educational Environment: Virtual Learning Platform	–	Mcq
Conroy et al.9 Yale University School of Medicine (MC, HA), New Haven, CT	Psychiatry	AAGP COVID Curriculum: 30 online video modules, each delivered by an expert in the field. Lecture topics include a comprehensive range of subjects related to the assessment, diagnosis, and treatment of the older adult patients, along with special topics, such as cultural psychiatry and a Psychiatry Resident-In-Training Examination (PRITE) review	–	Trainees will be able to view each lecture and receive a certificate of completion regardless of their decision to complete the survey questions
Recht et al.10 Department of Radiology, New York University Grossman School of Medicine, New York, New York	Radiology	‘'Simulated'' daily readout (SDR): SDR provided the opportunity to present uncommon pathology with high educational impact to the residents who normally would only read about such entities but would not encounter them in daily practice due to low disease prevalence.	The number of cases on each worklist varied according to the training level of the residents and the week of the rotation three	–
Barberio et al.8 Division of Gastroenterology, Department of Surgery, Oncology and Gastroenterology, University of Padua, Padua, Italy	Gastroenterology	endoscopic training •Implement simulation- based training opportunities (for example, virtual reality simulator models) Distance learning •Local web- based lectures (for example, grand rounds, online graduation sessions, journal clubs, fellow core lectures and clinical cases through problem- based learning techniques) •Video- based education with interaction •National and international webinars or lectures, primarily via gastrointestinal societies		–
Pollom et al.30 Stanford School of Medicine, Palo Alto, Stanford, California	Oncology	Didactic sessions include lectures, case-based discussions, treatment planning sessions in Eclipse and Precision, and lectures adapted from the Radiation Oncology Education Collaborative Study Group curriculum material Medical students attend departmental quality assurance rounds, cancer center seminars, and multidisciplinary tumor boards that do not conflict with clerkship activities, which are all currently offered in a virtual environment.	first week: didactic sessions second week: virtual clinics and give talks to the department For the virtual clinic experience, students are assigned to different services in teams of 2. Students work with the resident and faculty of their assigned service to see and present virtual clinic patients during the second week of the clerkship.	Complete pre- and postcourse self-assessments Attend didactic sessions and complete postlecture assessments Participate in virtual clinic and submit completed consult notes Give a journal club talk to the department