871 Virtual platforms for learning: balancing pandemic needs springboards future educational success

Aims/Objectives/Background The current Covid-19 pandemic poses many unprecedented educational challenges. Virtual learning is a recognised and increasingly validated modality that has been strategically adapted to facilitate delivery. Balancing platform usage with fewer available face sessions could clinical competency development progression for all workforce colleagues beyond. Methods/Design This prospective cross-site large DGH survey, powered at an 8% margin of error 95% confidence intervals, aimed identify colleague perceptions virtual platforms. 80 (41 males, 39 females) participated in survey monkey questionnaire completion over designated three-week period following governance approval. Demographic data was collated on job title/grade, sex, age bracket whether the respondent currently worked ED. Likert scale referenced statements knowledge, confidence, utility enjoyability were transcribed into metric analysis (1- strongly disagree, 2- partially 3- neither agree or 4- agree, 5- agree). Results/Conclusions Survey participants undergraduate postgraduate levels believed platforms are useful (3.80, p<0.002) had them (3.90, p<0.001) despite preferences (4.23, p<0.001). Respondents mapping facilitated portfolio high system knowledge (3.68–4.08, Whilst preferring variety pre-determined guidance, subgroup analyses showed Foundation Core EM Trainees highest enjoyment (3.85–4.88, preferred receiving one (4.78, Perceptions needing traditional classroom teaching neutral (3.2, p<0.01). Overall, themes relating respondent’s perception positive. provides valid, transferable developing exploring future balanced use as resources development.