Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era

• Published in: JMIR medical education Vol. 7; no. 2; p. e25213
• Main Authors: Rivera, Ronald, Smart, Jonathan, Sakaria, Sangeeta, Wray, Alisa, Wiechmann, Warren, Boysen-Osborn, Megan, Toohey, Shannon
• Format: Journal Article
• Language: English
• Published: Canada JMIR Publications 11.05.2021
• Subjects: Audience participation; Cameras; Classroom response systems; Core curriculum; Coronaviruses; COVID-19; Emergency medical care; Independent study; Medical education; Multimedia; Pandemics; Planning; Public speaking; Severe acute respiratory syndrome coronavirus 2; Subscriptions; Teachers; Teaching methods; Video teleconferencing; Viewpoint; COVID-19; SARS-CoV-2; medical education; distance education; emergency medicine; web-based lecture; learning; teaching; technology; videoconferencing
• ISSN: 2369-3762; 2369-3762
• DOI: 10.2196/25213

As part of the Accreditation Council for Graduate Medical Education requirements, residents must participate in structured didactic activities. Traditional didactics include lectures, grand rounds, simulations, case discussions, and other forms of in-person synchronous learning. The COVID-19 pandemic has made in-person activities less feasible, as many programs have been forced to transition to remote didactics. Educators must still achieve the goals and objectives of their didactic curriculum despite the new limitations on instructional strategies. There are several strategies that may be useful for organizing and creating a remote residency didactic curriculum. Educators must master new technology, be flexible and creative, and set rules of engagement for instructors and learners. Establishing best practices for remote didactics will result in successful, remote, synchronous didactics; reduce the impact of transitioning to a remote learning environment; and keep educators and learners safe as shelter-at-home orders remain in place.