Table 2.

List of consensus statements and the percentage of consensus votes received.

Consensus statement	Consensus rate, %
Webinars have a role in surgical training but should not completely replace face-to-face training	100
Webinars are considered a good option for theoretical knowledge	94
Webinars are considered a good option for examination preparation (mock interviews or viva voces)	88
Webinars are considered a good option for training administration (eg, work-based assessments, journal clubs, and annual reviews of competency progression)	82
Webinars are currently considered a poor option for practical skills	88
Webinars are currently considered a poor option for simulation training (eg, advanced trauma life support)	88
Webinars are currently considered a poor option for communication skills	42
The following is considered best practice for delivering surgical training webinars: they should be delivered live (not prerecorded)	70
The following is considered best practice for delivering surgical training webinars: they should be recorded (available for playback)	94
The following is considered best practice for delivering surgical training webinars: they should be supported by an information technology specialist for troubleshooting and support	97
The following is considered best practice for delivering surgical training webinars: they should incorporate interactive elements, including a chat box, polls, or breakout room	97
The following is considered best practice for delivering surgical training webinars: they should be effectively archived and easily retrievable for future review	94
The following is considered best practice for delivering surgical training webinars: a certificate of attendance should be issued to allow trainees to log professional development	100
The following is considered best practice for the timing of surgical training webinars: they should not exceed one hour	73
The following is considered best practice for the timing of surgical training webinars: they should be eligible for study leave and be delivered within protected teaching time	100
Webinars delivered during evenings may increase trainee engagement by avoiding clashing with clinical commitments; however, this may disadvantage trainees who have families, long commutes, or other extracurricular commitments	97
Payment for webinars, outside of core content delivered as part of their training program, is acceptable to surgeons in training, but it should reflect the fair costs of hosting the webinar	48
Surgical trainers should be provided with resources and training to develop their digital teaching skills	100
Webinars offer opportunities to improve access and equality of training for trainees (eg, through delivery regionally, nationally, or internationally), and this should be explored further	97
The mechanism by which webinar attendance is recognized or accredited should be clarified	97
The value of structured webinars (ie, a series of webinars) aligned with surgical curricula is uncertain but should be explored further	97
While access to learning resources can be improved with webinars, the lost opportunities for networking, team building, or socializing and their implications are uncertain and should be explored further	100
Increased participation in web-based training out of normal working hours and how this contributes to trainee burnout should be explored further	100
Adjuncts to support web-based or remote practical skills training are evolving; therefore, the role or value of webinars for practical skills training should be revisited	97
A hybrid approach, using both face-to-face and web-based methods, may be the future of surgical training and should be explored further	100