T. Luke1, B. Mellese2, D. Tigabu2, A. Alseidi5, C. Dodgion6, E. Leevan7, T.L. Chin1 1University Of California – Irvine, Department Of Surgery, Orange, CA, USA 2Hawassa University College of Medicine and Health Science, Hawassa, SIDAMA, Ethiopia 5University Of California – San Francisco, Department Of Surgery, San Francisco, CA, USA 6Medical College Of Wisconsin, Department Of Surgery, Milwaukee, WI, USA 7National Cancer Institute, Division Of Cancer Prevention, Bethesda, MD, USA
Introduction:
In response to government-mandated research requirements for resident physicians in Ethiopia, the Hawassa University College of Medicine and Health Science (HUCMHS) and the American College of Surgeons Operation Giving Back (ACS-OGB) developed training opportunities to address the skill-based research needs of the resident physician workforce. A major obstacle in this effort is the physical distance and travel logistics required for ACS-OGB physicians to provide in-person instruction in Hawassa. A virtual course was previously developed to bypass travel-related issues, particularly those caused by the COVID-19 pandemic (Richmond et al., 2022). Once pandemic restrictions were lifted, a hybrid course was developed that augmented a longitudinal asynchronous virtual education platform with in-person training in response to resident request for in-person education and to overcome internet connectivity issues identified during the synchronous initial virtual course. The hybrid course design was intended to optimize engagement and collaboration. This study evaluated whether high-quality research education can be optimized through a combination of virtual and in-person instruction.
Methods:
A needs-based survey was conducted amongst HUCMHS surgical residents and faculty prior to the course to facilitate course design. Responses were reviewed to identify specific research skills to focus on during the hybrid course. Seven pre-recorded virtual didactic sessions were created, each targeting a specific area of research identified in the pre-course survey and accompanied by a post-didactic quiz. After completing the virtual component a two-day in-person didactic component was conducted, and was primarily workshops developing their research projects. A post-course survey was administered at the end of the curriculum to assess course efficacy and perceptions (Table 1).
Results:
Twenty-five participants responded to the pre-course survey and 19 participants responded to the post-course survey. The mean confidence in conducting independent research increased from 2.5 to 3.4 (on a scale of 1-5) (p=0.0004). Additionally, 74% of respondents appreciated the balance between virtual lectures and in-person breakout sessions, while 53% wanted the in-person component to be spread out over more days.
Conclusion:
The hybrid course increased confidence in conducting individual research as part of government-mandated core curriculum residency training in Ethiopia. The desire for more in-person time suggests that in-person instruction still holds significant value, and that a hybrid curriculum can optimize research skills training. This course may serve as a model for future training in the international research and education community.