Using technology to increase the reach of educational innovation: globalization of a novel departmental journal club
Purpose For educators in areas of surgical subspecialization, our efforts to provide and assess the impact of curricular innovations are oftentimes limited to small numbers of trainees. To enhance collaboration, curricular reach, and consistency of educational experiences, we converted our novel Cardiothoracic Surgery Debate-Style Journal Club (DSJC) to a global, webinar format, open to learners and experts worldwide. In this study, we aimed to assess the feasibility, reach, and success of these events. Methods We retrospectively reviewed data from webinar-based, virtual DSJCs held monthly from 8/2020 to 8/2021. Collected variables included attendee demographics and feedback regarding the educational value of the events. Descriptive analyses were performed. Results Six hundred and seventy-eight attendees attended 11 DSJCs during the study period (event mean 62). Trainees originating from our institution accounted for 107 (16%), and included medical students, general surgery residents, and cardiothoracic surgery fellows. Additional attendees were predominantly comprised of external trainees (325, 48%), along with 162 (24%) external faculty and 84 (12%) allied health professionals. Importantly, survey respondents indicated overwhelming appreciation for the DSJC webinars, highlighting their success, with 99% (239/242) recommending the event to colleagues, 98% (238/242) planning to attend again, and 99% (239/242) ranking the educational value of the events as high or very high. Conclusion Following the webinar launch of our DSJC, we successfully reached an interdisciplinary cohort of attendees, guided by a multi-institutional group of expert educators. This model is efficient, thorough, reproducible, and has greater reach than the conventional journal club model—translating to greater power for educational research..
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2022 |
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| Erschienen: |
2022 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:1 |
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| Enthalten in: |
Global surgical education - 1(2022), 1 vom: 04. Nov. |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Deboever, Nathaniel [VerfasserIn] |
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| Links: |
Volltext [lizenzpflichtig] |
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| Themen: |
Curricular globalization |
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| Anmerkungen: |
© The Author(s), under exclusive licence to Association for Surgical Education 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. |
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| doi: |
10.1007/s44186-022-00069-2 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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OLC2132620709 |
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| 520 | |a Purpose For educators in areas of surgical subspecialization, our efforts to provide and assess the impact of curricular innovations are oftentimes limited to small numbers of trainees. To enhance collaboration, curricular reach, and consistency of educational experiences, we converted our novel Cardiothoracic Surgery Debate-Style Journal Club (DSJC) to a global, webinar format, open to learners and experts worldwide. In this study, we aimed to assess the feasibility, reach, and success of these events. Methods We retrospectively reviewed data from webinar-based, virtual DSJCs held monthly from 8/2020 to 8/2021. Collected variables included attendee demographics and feedback regarding the educational value of the events. Descriptive analyses were performed. Results Six hundred and seventy-eight attendees attended 11 DSJCs during the study period (event mean 62). Trainees originating from our institution accounted for 107 (16%), and included medical students, general surgery residents, and cardiothoracic surgery fellows. Additional attendees were predominantly comprised of external trainees (325, 48%), along with 162 (24%) external faculty and 84 (12%) allied health professionals. Importantly, survey respondents indicated overwhelming appreciation for the DSJC webinars, highlighting their success, with 99% (239/242) recommending the event to colleagues, 98% (238/242) planning to attend again, and 99% (239/242) ranking the educational value of the events as high or very high. Conclusion Following the webinar launch of our DSJC, we successfully reached an interdisciplinary cohort of attendees, guided by a multi-institutional group of expert educators. This model is efficient, thorough, reproducible, and has greater reach than the conventional journal club model—translating to greater power for educational research. | ||
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