Assessing the impact of virtual learning on family medicine trainees’ medical knowledge using progress tests: a retrospective cohort study
Background: Progress testing provides residents with an opportunity to identify strengths and weaknesses, encouraging self-directed learning. The University of Toronto’s Department of Family & Community Medicine administers the Family Medicine Mandatory Assessment of Progress (FM-MAP) biannuall...
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| Format: | Article |
| Language: | English |
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Canadian Medical Education Journal
2025-05-01
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| Series: | Canadian Medical Education Journal |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/cmej/article/view/78343 |
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| author | Karina Prucnal Stuart Murdoch Kulamakan Kulasegaram Fok-Han Leung |
| author_facet | Karina Prucnal Stuart Murdoch Kulamakan Kulasegaram Fok-Han Leung |
| author_sort | Karina Prucnal |
| collection | DOAJ |
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Background: Progress testing provides residents with an opportunity to identify strengths and weaknesses, encouraging self-directed learning. The University of Toronto’s Department of Family & Community Medicine administers the Family Medicine Mandatory Assessment of Progress (FM-MAP) biannually to track resident competency and medical knowledge. Our aim was to determine the impact of virtual learning on Family Medicine residents.
Methods: We administered previous iterations of the FM-MAP to the virtual learning cohort and compared scores to those of the in-person cohort between October 2020 - Spring 2022.
Results: There were no statistically significant differences between in-person and virtual cohorts of first- and second-year postgraduate family medicine trainees regarding their overall FM-MAP score. Second-year family medicine trainees outperformed first year trainees in both cohorts.
Conclusion: The study found no significant effect on the scores of first- and second-year family medicine trainees caused by the shift to virtual learning, suggesting medical curricula can incorporate virtual learning without compromising trainee progress, offering flexibility in medical education. Future studies could explore its applicability across different residency programs and long-term effects on clinical performance.
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| format | Article |
| id | doaj-art-9f2cea7a92804d188dffbe8f5f664bd5 |
| institution | OA Journals |
| issn | 1923-1202 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Canadian Medical Education Journal |
| record_format | Article |
| series | Canadian Medical Education Journal |
| spelling | doaj-art-9f2cea7a92804d188dffbe8f5f664bd52025-08-20T02:00:59ZengCanadian Medical Education JournalCanadian Medical Education Journal1923-12022025-05-0110.36834/cmej.78343Assessing the impact of virtual learning on family medicine trainees’ medical knowledge using progress tests: a retrospective cohort studyKarina Prucnal0Stuart Murdoch1Kulamakan Kulasegaram2Fok-Han Leung3University of TorontoUniversity of TorontoUniversity of TorontoUniversity of Toronto Background: Progress testing provides residents with an opportunity to identify strengths and weaknesses, encouraging self-directed learning. The University of Toronto’s Department of Family & Community Medicine administers the Family Medicine Mandatory Assessment of Progress (FM-MAP) biannually to track resident competency and medical knowledge. Our aim was to determine the impact of virtual learning on Family Medicine residents. Methods: We administered previous iterations of the FM-MAP to the virtual learning cohort and compared scores to those of the in-person cohort between October 2020 - Spring 2022. Results: There were no statistically significant differences between in-person and virtual cohorts of first- and second-year postgraduate family medicine trainees regarding their overall FM-MAP score. Second-year family medicine trainees outperformed first year trainees in both cohorts. Conclusion: The study found no significant effect on the scores of first- and second-year family medicine trainees caused by the shift to virtual learning, suggesting medical curricula can incorporate virtual learning without compromising trainee progress, offering flexibility in medical education. Future studies could explore its applicability across different residency programs and long-term effects on clinical performance. https://journalhosting.ucalgary.ca/index.php/cmej/article/view/78343 |
| spellingShingle | Karina Prucnal Stuart Murdoch Kulamakan Kulasegaram Fok-Han Leung Assessing the impact of virtual learning on family medicine trainees’ medical knowledge using progress tests: a retrospective cohort study Canadian Medical Education Journal |
| title | Assessing the impact of virtual learning on family medicine trainees’ medical knowledge using progress tests: a retrospective cohort study |
| title_full | Assessing the impact of virtual learning on family medicine trainees’ medical knowledge using progress tests: a retrospective cohort study |
| title_fullStr | Assessing the impact of virtual learning on family medicine trainees’ medical knowledge using progress tests: a retrospective cohort study |
| title_full_unstemmed | Assessing the impact of virtual learning on family medicine trainees’ medical knowledge using progress tests: a retrospective cohort study |
| title_short | Assessing the impact of virtual learning on family medicine trainees’ medical knowledge using progress tests: a retrospective cohort study |
| title_sort | assessing the impact of virtual learning on family medicine trainees medical knowledge using progress tests a retrospective cohort study |
| url | https://journalhosting.ucalgary.ca/index.php/cmej/article/view/78343 |
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