Virtual TB/Radiology Case Rounds: A qualityImprovementProject
Introduction
Introduction/Background Information Virtual/E-learning is becoming increasing popularacrossthe globe and is an effective learning strategy. In most casesvirtuallearning was shown to result in similar learning compared tothetraditional Face-to-Face teaching method. This research aims toidentifyand address gaps in resident learning during their infectiousdiseaserotation (IDW) using virtual learning.
Method
Methods The research was done using a four phased qualityimprovementmethodology. In the initial phase residents were ask tofill out a preimplementation survey to identify learning gaps. Thesecond phase ofthe research included implementation of the virtualcase base discussionsessions. In the second phase random cases on theIDW was chosen fordiscussion in the presence of a respirologist. Apowerpoint casepresentation was created based on the patient pathologyfor thediscussion. A zoom meeting was created where the residentsandrespirologists were invited to do case discussions on a set date.After thecase discussions the residents were ask to fill a postimplementationsurvey which was the third phase. The fourth phase was arepeat ofphase two which is case discussions with recommendationsforimprovement made by the residents implemented.
Results
Results Pre implementation The research identified communication, knowledge and skills gapduringthe IDW rotation. Approximately 46 % of the residents noted thattheirlearning objectives were either not discussed with them, not metafterthe completion of their rotation (46%) or acknowledged the needforimproved supervision during their rotation (30%) . The survey also identified gaps in knowledge with regards tointerpretation of chest imaging (67%) and management ofMultidrug-resistant TB (MDR-TB) (61%) and Nontuberculousmycobacteria (NTM) (54%)without assistance from a supervisor. However, the residents seem to beadequately knowledgeable withthe management of PTB without anysupervisory support (69%) . With regards to the IDW rotation most of theresidents identifiedface to face teaching as the primary methodbrought used to trainresidents (69%) even though many used to e-learning to supplementtheir training and agree that e-learning may beas effective as face-to-face learning (61%) . Post Implementation Participants ranged from first to fourth year residents. Majorityofthe residents agreed the initial two sessions were good quality(90%during the initial session) while there were someinternetconnectivity issues during the last sessions (here, only 69%agreedthe quality was good). Most of the residents reportimprovedknowledge from all three of the sessions and were satisfiedwith theknowledge gained (69-86%). Some of the residents agreed thatthesessions have the potential to help them improve overall care(69%) .
Conclusion
Conclusion In conclusion communication, knowledge and skills gap wereidentifiedwith regards to residents training during their time at theInfectiousDisease Ward and additional training throughsynchronous E-learning hasthe potential to complement these gap.