HPB talks: innovative virtual academic experience during the covid-19 pandemic in Colombia

Abstract

Background: The covid-19 pandemic brought a myriad of changes both to the way we live and also to the way we learn. It boosted a radical shift in the paradigm of education, opening a new way of learning medicine through on-line seminars with different academic groups adapting in several ways. This article shows the academic experience of an hepatobiliary and pancreatic (HPB) surgery group in Bogotá, Colombia during the covid-19 pandemic.

Methods: An evaluative qualitative study was made to evaluate the effects of the pandemic on the academic growth and adaptation of a hepatobiliary and pancreatic surgery group. A survey was conducted with the participants of the seminars and results are tabulated taking into account qualitative and ethical parameters.

Results: 35 seminars regarding HPB surgery were presented during a 8 month period with the participation of medical students, surgery residents, specialists and subspecialists from different cities of Colombia. 55 people answered the survey. 40% were specialists, 23.6% were residents. 90% of the participants found the themes of the seminars were appropriate and they received excellent both academic and quality of speakers. 96% of the participants considered the seminars were of superior quality confirming that the impact of the talks in academic formation was positive and it shows the necessity of continuing this space even after the end of the pandemic.

Conclusion: HPB TALKS is considered a novel, original, innovative and successful academic experience in the Colombia. They contributing to the growth in knowledge regarding HPB surgery in Colombia. The pandemic has accelerated the relationship between technology and education. They also has facilitated access to complex topics and clincial cases on HPB surgery for not only students, Residents and surgical fellows, but also, specialists from different disciplines facilitating the multidisciplinary educational process. This experience constitutes a potential replicable exercise that allows the use of technology and virtuality as a strong strategy for learning.