Table 4.
Frequency of severe impact on learner well-being by ACGME Stage. Across all time-periods, severe impact on learner well-being was greater in Stage 3 respondents (41%) compared to Stages 1 and 2 (21%) [Chi-square analysis, p < 0.0001]. In each time-period ACGME Stage was associated with reported more severe disruption on learner well-being. Comparing Period 2 to Period 1, and Period 3 to Period 1, there was no improvement in the reported frequency of severe impact on learner well-being, where Period 1 – Spring (4/24–5/29 and 5/4–6/26 2020); Period 2 – Summer (7/14–9/3/2020); Period 3 – Winter (12/7/2020–1/11/2021).
The current ACGME system for assessing educational impact is dichotomous - Emergency Declaration or not, and is equivalent to Stage 3 in the older version).11
| Survey Parameter: Severe Impact on Learner Well-Being | Period 1 Spring | Period 2 Summer | Period 3 Winter | All Periods | Period 2 vs Period 1 OR (95% CI)/p-value | Period 3 vs Period 1 OR (95% CI)/p-value |
|---|---|---|---|---|---|---|
| All ACGME Stages | 27.% (110/406) | 22.% (78/351) | 24.% (55/223) | 0.77 (0.55, 1.07)/0.12 | 0.93 (0.78, 1.13)/0.51 | |
| Stages 1 and 2 | 20.% (57/279) | 22.% (74/335) | 20.% (37/182) | 21%a (168/796) | 1.10 (0.75, 1.63)/0.62 | 1.00 (0.79, 1.26)/0.98 |
| Stage 3 | 42% (53/127) | 25% (4/16) | 44% (18/41) | 41%a (75/184) | 0.47 (0.14, 1.52)/0.21 | 1.05 (0.73, 1.49)/0.81 |