A Web-Based Global Educational Model for Training in Semen Analysis during the COVID-19 Pandemic

• Published in: The world journal of men's health 2021, 39(4), , pp.804-817
• Main Authors: Agarwal, Ashok, Finelli, Renata, Durairajanayagam, Damayanthi, Leisegang, Kristian, Sharma, Rakesh, Gupta, Sajal, Singh, Neha, Belo, Andrea, Darbandi, Mahsa, Madani, Sarah, Covarrubias, Simryn, Darbandi, Sara, Sadeghi, Raha, Pompeu, Camila, Boitrelle, Florence, Kandil, Hussein, Saleh, Ramadan, Arafa, Mohamed, Vogiatzi, Paraskevi, Rosas, Israel Maldonado, Anagnostopoulou, Christina, Chockalingam, Annapoorani, Wirka, Kelly Athayde, Sallam, Hassan N., Shah, Rupin, Henkel, Ralf
• Format: Article
• Language: English
• Subjects: andrology; COVID-19; distance education; Fertility; Infertility; Laboratories; Life Sciences; Morphology; Motility; Original; Pandemics; Quality control; Registration; Reproductive Biology; Reproductive technologies; semen analysis; Sperm; surveys and questionnaires; Teaching; Training; 비뇨기과학
• ISSN: 2287-4208; 2287-4690
• DOI: 10.5534/wjmh.210075

PurposeIn response to the COVID-19 pandemic, the American Center for Reproductive Medicine (ACRM) transitioned its annual training in assisted reproductive technology (ART) from a hands-on, laboratory-based training course to a fully online training endorsed by the American College of Embryology. Here we describe our experience and assess the quality of an online training format based on participant outcomes for the first three modules of a planned series of online ART training.Materials and MethodsThese modules included manual semen analysis, sperm morphology and ancillary semen tests (testing for leukocytospermia, sperm vitality, and anti-sperm antibody screening). The virtual format consisted of lecture presentations featuring laboratory protocols with corresponding video demonstrations of routine techniques and best practices. Practical scenarios, troubleshooting, and clinical interpretation of laboratory results were also discussed. At the end of each module, an optional multiple choice question test was held as a prerequisite to obtain certification on the topics presented. Course quality was assessed using participant responses collected via online surveys.ResultsThe digital delivery methods used were found to have largely or completely met the participants' expectations for all questions (>85%). The majority (>87%) of the participants either strongly agreed or agreed that the course content was well-structured with appropriate depth, and that their overall expectations of the course had been met.ConclusionsThis training format appears to be a realistic teaching option to freely share highly specialized expertise and technical knowledge with participants from anywhere in the world with varying levels of competency or experience.