Moving academic conferences online: Understanding patterns of delegate engagement

Perception of Virtual Education Learning among Dental Residents and Faculty during the COVID-19 Pandemic: A Cross-Sectional Study

OBJECTIVES

The coronavirus disease 2019 (COVID-19) pandemic prompted a rapid shift from in-person to virtual learning in dental education. This study aims to assess the perceptions of virtual education learning among dental residents and faculty and employ regulatory focus theory (RFT) to understand the impact of motivational orientations on virtual learning during the COVID-19 pandemic.

METHODS

In total, 46 dental residents and 10 faculty members in a dental institution participated in the study (June-August 2021). Questionnaires were used to obtain data on demographics, perceptions of virtual learning, burnout, and RFT types (promotion and prevention focus). Multiple regression analyses were used to examine factors associated with perceptions of virtual learning and burnout.

RESULTS

Overall, 70% of residents and 44% of faculty found virtual learning effective. Younger residents with less experience preferred virtual learning more than their older, experienced peers. Residents trained outside the U.S. and Canada favored in-person learning more than those trained within. Furthermore, residents with a higher promotion focus score found virtual learning more interactive for didactic courses. Additionally, 52% of residents experienced burnout, with a higher incidence among females (p = 0.044).

CONCLUSIONS

Virtual learning is well received by dental residents and faculty, with potential for continued use post-pandemic. Future efforts should focus on creating an inclusive and supportive educational environment that meets the motivational and well-being needs of dental residents and faculty.

Virtual student-led neuroscience conferencing: a UK multicentre prospective study investigating delegate outcomes and delivery mode

BACKGROUND

Clinical neuroscience training programmes are becoming increasingly competitive to enter. UK university neuroscience societies act as a local environment for students to develop their career interests and provide portfolio building opportunities through hosting events such as annual conferences. Recently there has been a transition to more of these events being held online yet the impact of this, if any, remains unclear. This prospective study aimed to identify the impact of student-led neuroscience conferences on delegates and examine attitudes towards an online delivery approach.

METHODS

Multi-centre prospective survey study using pre-conference, post-conference, and 6-month post-conference online questionnaires distributed at 6 virtual student-led neuroscience conferences in 2021. The questionnaires had five-domains: demographics, career aspirations, academic skillsets, an educational manipulation check (EMC) and mode of delivery preference.

RESULTS

Nine hundred twenty-four surveys were completed across 559 conference attendances. 79.9% of delegates were medical students. Interest in a neuroscience career (p < 0.001), preparedness to undertake research (p < 0.001) and presentation (p < 0.001), as well as EMC scores (p < 0.001) increased immediately post conference. Most participants at 6 months post-attendance had completed an academic project (71.9%) or presentation (50.9%), although 88.8% were lost to follow up. Online format was preferred (65%) with reasons including elimination of travel and access to home facilities whilst lack of face-to-face interaction and engagement were recognised limitations.

CONCLUSION

UK student-led online neuroscience conferences play a role in developing knowledge and may facilitate career interest, academic skillset and longer term portfolio building. A hybrid virtual and in-person experience would offer an ideal solution to future conferencing, providing options promoting engagement and interactivity whilst advocating sustainability, accessibility and widening participation.

Evolution in Congenital Cardiology Education: The Rise of Digital-Learning Tools

Technology-enhanced learning is now an established part of medical education due to its ready availability and on-demand nature. This offers new opportunities but also challenges to both learners and teachers. This review outlines the current use of social media tools and online resources in medical education with a particular emphasis on congenital cardiology. It provides strategies to the reader on how to optimize learning in the digital environment and offers guidance on how such tools can be incorporated into routine educational practice. Suggestions for developing and assessing educational material online are discussed. Lastly, the concepts of digital professionalism and digital scholarship are explored to aid medical teachers and educators employ these technologies effectively into their teaching and career development.

Reverse adoption of information and communication technology among organisers of academic conferences

This study examines the formats offered for academic conferences in the mature stages of the COVID-19 pandemic. Two out of three organisers discontinue their usage of online video tools and focus on in-person conferences. Only one out of five conferences offers hybrid solutions and even fewer a virtual alternative (13%). Data for the analysis originate from 547 calls for proposals announced in Spring 2022 for conferences to be held during the period August 2022 to July 2023. Estimates using a multinomial logit model show that the planning time is significantly related to the choice of format offered. The longer the lead time, the more likely it is to offer an in-person conference. International travel restrictions and bans on gatherings for the location of the venue at the time of planning are significantly related to the choice of virtual, but not hybrid formats. There are also large differences in the choice across disciplines, with conferences in arts and humanities as well as natural sciences showing the lowest preference for the virtual format.

Evaluating the impact of a virtual international global surgery conference as a means for global surgery and health education

Objective

Global Surgery was established as a specialty in the 1980s to improve worldwide surgical care and delivery; however, despite having significant importance, a lack of exposure remains within undergraduate and postgraduate training schemes. This study aims to evaluate the impact of a free international virtual Global Surgery conference in raising interest, awareness and knowledge for medical and allied healthcare professional students, surgical trainees and surgeons worldwide.

Design

A free one-day international Global Surgery conference was organised in May 2021 and broadcast on a worldwide delegate online platform; there were seven keynote presentations. Registered delegates completed pre-and post-conference questionnaires. Data were collected including country of origin, training/professional level, Likert (1-5) scale ratings of conference keynote topics and VAS (0-10) scores for overall conference evaluation. Furthermore, qualitative feedback in relation to positive feedback and ideas for improvement was also invited, and in cases where multiple feedback was given, was categorised separately.

Setting

The study was undertaken by the St Andrew's Anglia Ruskin (StAAR) Research Group, School of Medicine, Anglia Ruskin University, Chelmsford, UK.

Participants

There were 230 registered delegates; the attendance rate was 81.7% (188/230), representing a variety of different training/professional levels from 50 countries. For attendees, the questionnaire response rate was 88.8% (167/188).

Results

There was a significant increase in knowledge improvement regarding six conference topics, with five achieving a median (IQR) post-conference Likert score of 5(1) and one achieving a score of 4(1) (p < 0.001). Average confidence and knowledge remained unchanged on the use of social media to access worldwide surgical education (p = 0.667). Overall, the conference received high satisfaction (9.4/10) and recommendation (9.5/10) ratings.

Conclusion

Our findings support the concept of free Global Surgery virtual conference integration into medical and allied healthcare professional student curricula worldwide, to promote early awareness and facilitate the growth of the healthcare 'workforce of tomorrow'.

'What about the coffee break?': Designing virtual conference spaces for conviviality

Geography, like many other disciplines, is reckoning with the carbon intensity of its practices and rethinking how activities such as annual meetings are held. The Climate Action Task Force of the American Association of Geographers (AAG), for example, was set up in 2019 and seeks to transform the annual conference in light of environmental justice concerns. Mirroring shifts it geographic practice across the globe, these efforts point to a need to understand how new opportunities for knowledge production such as online events can operate effectively. In this article, we offer suggestions for best practice in virtual spaces arising from our Material Life of Time conference held in March 2021, a two day global event that ran synchronously across 15 time zones. Given concerns about lack of opportunities for informal exchanges at virtual conferences, or the "coffee break problem", we designed the event to focus particularly on opportunities for conviviality. This was accomplished through a focus on three key design issues: the spatial, the temporal and the social. We review previous work on the benefits and drawbacks of synchronous and asynchronous online conference methods and the kinds of geographic communities they might support. We then describe our design approach and reflect on its effectiveness via a variety of feedback materials. We show that our design enabled high delegate satisfaction, a sense of conviviality, and strong connections with new colleagues. However we also discuss the problems with attendance levels and external commitments which hampered shared time together. We thus call for collective efforts to support the 'event time' of online meetings, rather than expectations to fit them around everyday tasks. Even so, our results suggest that synchronous online events need not result in geographical exclusions linked to time zone differences, and we outline further recommendations for reworking the spacetimes of the conference.

The Utility and Educational Impact of a Virtual Webinar to Deliver an International Undergraduate Cardiovascular Conference

Introduction

Conferences are an important avenue for dissemination of knowledge, research and provide networking opportunities for career development. The COVID-19 pandemic has prompted adoption of virtual platforms for delivery of these conferences. The aim of the study was to determine the utility and educational impact of a student-led virtual webinar to deliver an undergraduate cardiovascular conference compared to a traditional in-person conference.

Methods

We conducted a two-day virtual conference using the Zoom platform in June 2021. The conference consisted of cardiology subspecialty lectures, and workshops were conducted by a junior doctor, senior cardiology trainees and consultants. The conference also outlaid a virtual poster hall and oral presentation session while networking opportunities were encouraged using breakout rooms and poster hall chat function. A 38-item self-administered online questionnaire was designed and disseminated at the end of the conference to all attending delegates. All data analysis and data visualisation strategies were conducted on R statistical programming.

Results

Eight-hundred and forty students from 55 countries attended the event. Four hundred and ninety participants (58.5% response rate, 55.9% female) completed the questionnaire. Factors such as weekend conference (84.9%), student-led or organised (84.1%), environmental/sustainable (82.3%), appropriate level for me (81.5%) and comfort to present (80.8%) were deemed to be at least equal to traditional in-person conference. The conference also increased participants' interest, their core cardiology knowledge and improved their critical analysis and basic echocardiography skills [median 4 (IQR 3-5) for all parameters]. Overall, participants also found it easy to use the virtual platform [median 5 (IQR 5-5)] and easier to ask questions compared to in-person conferences [median 5 (IQR 4-5) vs median 4 (IQR 3-5), p < 0.001].

Conclusion

Our virtual conference provided opportunities to students that the COVID-19 pandemic would have otherwise affected; however, its utility and educational impact will need to be assessed within its individual context of delivery.

Replacing an ‘In-Person’ Global Health Annual Conference With a Virtual Format: A Case Study from the Consortium of Universities for Global Health

Background:

Beginning in 2020, the COVID pandemic disrupted many planned annual meetings that relied on travel to a destination for sharing scholarship, networking, and planning future collaborations. As with many organizations, the Consortium of Universities for Global Health (CUGH) began exploring the utilization of a virtual platform on which to conduct the annual conference.

Objective:

We sought to understand the value of conducting an annual conference virtually and to evaluate the added benefit of utilizing a learning management system.

Methods:

Routinely collected registration data was used for the CUGH 2021 annual conference, which was completely virtual, and compared to in-person registration data from prior years. In addition, tracking and engagement data from a learning management system was reviewed to understand participation.

Findings:

The virtual conference attracted the greatest number of registrations, from the largest number of countries since the organization began in 2008. Analyzing the engagement of participants with specific sessions through the on-line learning management system allowed a deeper understanding of the popularity and value of topics.

Conclusion:

A virtual format is an efficient and effective venue for scholarly conferences. The additional information gained from an on-line learning management system can provide valuable information for future conference planning.

Moving conferences online: lessons learned from an international virtual meeting

We consider the opportunities and challenges associated with organizing a conference online, using a case study of a medium-sized (approx. 400 participants) international conference held virtually in August 2020. In addition, we present quantifiable evidence of the participants' experience using the results from an online post-conference questionnaire. Although the virtual meeting was not able to replicate the in-person experience in some aspects (e.g. less engagement between participants) the overwhelming majority of respondents found the meeting an enjoyable experience and would join similar events again. Notably, there was a strong desire for future in-person meetings to have at least some online component. Online attendance by lower-income researchers was higher compared with a past, similar-themed in-person meeting held in a high-income nation, but comparable to one held in an upper-middle-income nation. This indicates that online conferences are not a panacea for diversity and inclusivity, and that holding in-person meetings in developing economies can be at least as effective. Given that it is now relatively easy to stream contents of meetings online using low-cost methods, there are clear benefits in making all presented content accessible online, as well as organizing online networking events for those unable to attend in person.

The future of scientific conferences in the era of the COVID-19 pandemic: Critical analysis and future perspectives

The global spread of COVID-19 pandemic forced the scientific community to identify new ways of exchanging and transferring the scientific knowledge, also considering that the measures taken to combat the pandemic, such as travel restrictions, closed borders and gathering bans, led to cancellations of many conferences, meetings and workshops. The enhancement of the existing digital platforms and the development of new systems to share scientific knowledge has allowed the scientific community to "meet" again in new virtual environments (e.g., Zoom, Cisco WebEx, Live Stream, Demio, GoToWebinar Seminar, Google Hangouts, Skype, Microsoft Teams, etc.), providing an unprecedented opportunity to reform methods of organizing academic conferences in all disciplines.Starting from the review of the existing literature, this study aimed at investigating the impact of the spreading of virtual conferences on the field of research. The SWOT analysis was used to identify strengths and weaknesses of the scientific conferences organized in the new format, as well as opportunities and threats created by the socio-economic and political context in the era of the COVID-19 pandemic.