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Voss M, Geniets A, Winters N. Strategies for Digital Clinical Teaching During the COVID Pandemic: A Scoping Review. MEDICAL SCIENCE EDUCATOR 2024; 34:219-235. [PMID: 38510387 PMCID: PMC10948717 DOI: 10.1007/s40670-023-01894-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/21/2023] [Indexed: 03/22/2024]
Abstract
Widespread "lockdowns" during the COVID pandemic in 2020-2021 restricted medical students' access to patients. We used a scoping review with exploratory thematic synthesis to examine how reports of digital clinical teaching during the first year of the COVID pandemic could inform digital clinical teaching in the post-pandemic world. We looked at strategies used and outcomes reported, lessons learned about how best to use digital methods for clinical teaching, and learning theories used. The eighty-three articles included in the final review fell into four groups. These were telehealth interventions; virtual case-based teaching; multi-modal virtual rotations; and a small group of "other" strategies. Telehealth reports indicated that COVID has probably accelerated the adoption of telehealth, and these skills will be required in future curricula. Engagement with virtual case-based teaching was problematic. Virtual rotations were particularly valued in specialties that relied on visual interpretation such as radiology and dermatology. For general clinical specialties, digital clinical teaching was not a satisfactory substitute for real clinical exposure because it lacked the complexity of usual clinical practice. Sixty-seven articles reported students' reactions only, and 16 articles reported a change in knowledge or skills. Demands on instructors were considerable. Few studies were theorized and none tested theory, which limited their transferability. While telehealth teaching may be a valuable addition to some curricula, digital clinical teaching is unlikely substantially to replace exposure to real patients outside of specialties that rely on visual interpretation. High demands on instructors suggest little potential for new, scalable digital clinical offerings after COVID.
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Affiliation(s)
- Miranda Voss
- Department of Education, University of Oxford, Oxford, UK
- Harris Manchester College, Mansfield Road, Oxford, OX1 3TD UK
| | - Anne Geniets
- Department of Education, University of Oxford, Oxford, UK
| | - Niall Winters
- Department of Education, University of Oxford, Oxford, UK
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Charnetski MD, Wawersik D, Palaganas JC, Duff JP, Bailey SKT, Ramachandra G, Birido N, Elkin R, Nair B, Thurber P, Gross IT. Understanding the Effects of Health Care Distance Simulation: A Systematic Review. Simul Healthc 2024; 19:S57-S64. [PMID: 38240619 DOI: 10.1097/sih.0000000000000760] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2024]
Abstract
ABSTRACT The use of distance simulation has rapidly expanded in recent years with the physical distance requirements of the COVID-19 pandemic. With this development, there has been a concurrent increase in research activities and publications on distance simulation. The authors conducted a systematic review of the peer-reviewed distance health care simulation literature. Data extraction and a risk-of-bias assessment were performed on selected articles. Review of the databases and gray literature reference lists identified 10,588 titles for review. Of those, 570 full-text articles were assessed, with 54 articles included in the final analysis. Most of these were published during the COVID-19 pandemic (2020-2022). None of the included studies examined an outcome higher than a Kirkpatrick level of 2. Most studies only examined low-level outcomes such as satisfaction with the simulation session. There was, however, a distinction in studies that were conducted in a learning environment where all participants were in different locations ("distance only") as compared with where some of the participants shared the same location ("mixed distance"). This review exclusively considered studies that focused solely on distance. More comparative studies exploring higher level outcomes are required to move the field forward.
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Affiliation(s)
- Matthew D Charnetski
- From the Dartmouth Health (M.C.), Lebanon, NH; Nova Southeastern University (D.W.), Fort Lauderdale, FL; MGH Institute of Health Professions (J.P.), Boston, MA; Department of Pediatrics (J.P.D.), University of Alberta, Edmonton, Alberta, Canada; Center for Advanced Medical Learning & Simulation (S.K.T.B.), Morsani College of Medicine, University of South Florida, Tampa, FL; Department of Pediatric Intensive Care (G.R.), Krishna Institute of Medical Science, Secunderabad, India; Royal College of Surgeons in Ireland - Medical University of Bahrain (N.B., B.N.), Busaiteen, Bahrain; Columbia University Vagelos College of Physicians and Surgeons (R.E.), New York, NY; The Dartmouth Institute for Health Policy and Clinical Practice (P.T.), Hanover, NH; and Yale University School of Medicine (I.T.G.), New Haven, CT
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Porto DS, da Cunha MLC. Validation of telesimulation in the care of late preterm newborns with hypoglycemia for nursing students. Rev Bras Enferm 2023; 76Suppl 4:20220438. [PMID: 38088707 PMCID: PMC10704675 DOI: 10.1590/0034-7167-2022-0438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Accepted: 04/20/2023] [Indexed: 12/18/2023] Open
Abstract
OBJECTIVE To develop and validate a telesimulation scenario for nursing students in the care of late preterm infants with hypoglycemia. METHODS A methodological study conducted between August 2021 and May 2022 in a virtual environment involved constructing and validating the scenario with 10 experts, and testing it with 10 students. The content validity index assessed validity, with a threshold of 80% or higher, and suggestions were analyzed using semantic approximation. RESULTS Validation confirmed the appropriateness of all 14 scenario items, with an overall index of 97.8% and clarity and relevance indices of 98.5%. During testing, the overall index was 99.7%, with the "resources" item receiving the lowest score. Adjustments were made to objectives, technical terms, resources, and target audience based on feedback. CONCLUSION Telesimulation is a widely accepted educational technology for training nursing students, with potential to enhance teaching quality and neonatal care.
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Bughrara MS, Swanberg SM, Lucia VC, Schmitz K, Jung D, Wunderlich-Barillas T. Beyond COVID-19: the impact of recent pandemics on medical students and their education: a scoping review. MEDICAL EDUCATION ONLINE 2023; 28:2139657. [PMID: 36331873 PMCID: PMC9639463 DOI: 10.1080/10872981.2022.2139657] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 08/16/2022] [Accepted: 10/20/2022] [Indexed: 06/04/2023]
Abstract
INTRODUCTION Over the past two years, coronavirus disease (COVID-19) has greatly altered medical student education as well as daily life. Medical schools across the world were disrupted and had to immediately adapt the educational experience to the online environment in order to continue the delivery of quality medical education. However, COVID-19 was not the only recent pandemic. This posed the question, were similar disruptions and adaptations also seen in recent past pandemics such as Severe Acute Respiratory Syndrome (SARS) or Middle East Respiratory Syndrome (MERS) that could have prepared medical educators for COVID-19? This scoping review investigated the educational and personal impact of recent pandemics on medical students. METHODS This review followed the PRISMA-ScR guidelines for scoping reviews. Nine databases including PubMed, ERIC, and EMBASE were systematically searched using keywords and subject headings related to medical students and SARS, H1N1, MERS, Ebola, Zika, and COVID-19. Studies were limited to research studies published between 2000 and 2020 and in English. Based on exclusion and inclusion criteria, all studies were independently screened by two reviewers first by the title/abstract and then via full text. Data were extracted from the included studies and analyzed qualitatively using thematic analysis. RESULTS A total of 174 studies fit the criteria. Seven major themes emerged from those studies: educational adaptations and online modifications, knowledge and attitudes of students, mental wellness of students, student involvement and use of telehealth, student vaccination, physical wellness of students, and stigma. CONCLUSION This review provided insights into how medical students were affected by recent pandemics and their perceptions of pivoting to online education, mental health, and knowledge of the diseases. Additionally, this review showcases the various educational adaptations that emerged uniquely during the COVID-19 pandemic, such as telehealth services or video conferencing tools, that can be utilized in a post-pandemic environment.
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Affiliation(s)
- Moneb S. Bughrara
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Stephanie M. Swanberg
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
- Moustakas Johnson Library, Michigan School of Psychology, Farmington Hills, MI, USA
| | - Victoria C. Lucia
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Keaton Schmitz
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Dawn Jung
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
- Department of Emergency Medicine, Oakland University William Beaumont School of Medicine Beaumont Health, Royal Oak, MI, USA
| | - Tracy Wunderlich-Barillas
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
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Naylor K, Chrzanowska-Wąsik M, Okońska P, Kucmin T, Al-Wathinani AM, Goniewicz K. Adapting to a Pandemic: Web-Based Residency Training and Script Concordance Testing in Emergency Medicine During COVID-19. Disaster Med Public Health Prep 2023; 17:e541. [PMID: 38018433 DOI: 10.1017/dmp.2023.195] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2023]
Abstract
OBJECTIVE The coronavirus disease (COVID-19) pandemic necessitated alternative methods to ensure the continuity of medical education. Our study explores the efficacy and acceptability of a digital continuous medical education initiative for medical residents during this challenging period. METHODS From September to December 2020, 47 out of 60 enrolled trainee doctors participated in this innovative digital Continuous Medical Education (CME) approach. We utilized the Script Concordance Test to bolster clinical reasoning skills. Three simulation scenarios, namely Advanced Trauma Life Support (ATLS), Advanced Life Support (ALS), and European Paediatric Life Support (EPLS), were transformed into interactive online sessions via Zoom™. Participant feedback was also collected through a survey. RESULTS Consistent Script Concordance Testing (SCT) scores among participants indicated the effectiveness of the online training module. Feedback suggested a broad acceptance of this novel training approach. However, discrepancies observed between formative SCT scores, and summative Multiple-Choice Questions (MCQ) assessments highlighted areas for potential refinement. CONCLUSIONS Our findings showcase the resilience and adaptability of medical education amidst challenges like the global pandemic. The success of methodologies such as SCT, endorsed by prestigious bodies like the European Resuscitation Council and the American Heart Association, suggests their potential in preparing health care professionals for emergent situations. This research offers valuable insights for shaping future online CME strategies.
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Affiliation(s)
- Katarzyna Naylor
- Independent Unit of Emergency Medical Services and Specialist Emergency, Medical University of Lublin, Lublin, Poland
| | | | - Patrycja Okońska
- Department of Emergency Medicine, Medical University of Lublin, Lublin, Poland
| | - Tomasz Kucmin
- Department of Didactics and Medical Simulation, Medical University of Lublin, Lublin, Poland
| | - Ahmed M Al-Wathinani
- Department of Emergency Medical Services, Prince Sultan bin Abdulaziz College for Emergency Medical Services, King Saud University, Saudi Arabia
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Park JO, Lee-Jayaram J, Sato E, Eto Y, Kahili-Heede M, Hirayama K, Berg BW. A scoping review of remote facilitation during simulation-based healthcare education. BMC MEDICAL EDUCATION 2023; 23:592. [PMID: 37605196 PMCID: PMC10464104 DOI: 10.1186/s12909-023-04551-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 07/29/2023] [Indexed: 08/23/2023]
Abstract
BACKGROUND Remote facilitation is a synchronous distance education method where instructors facilitate a lesson, in real-time, in physically separate conditions. In this scoping review, we aimed to describe types of remote facilitation used in a healthcare simulation, the influences on learner outcomes, and related factors. METHODS We accessed PubMed, EMBASE, CINAHL, ERIC, and Web of Science using our search strategies. Five reviewers performed the review using the Preferred Reporting Items for Systematic Reviews and Meta Analysis extension for Scoping Reviews (PRISMA-ScR) framework, and the Johanna Briggs Institute (JBI) guidelines. RESULTS We included a total of 29 articles presenting 28 simulation studies. The most common tool was videoconferencing (n = 26, 89.7%). Knowledge improvement was the most frequently measured outcome. There was no significant difference in learning outcomes between the two teaching modes. There were differences in learners' preferences and satisfaction with remote facilitators before and after COVID-19. CONCLUSIONS Our scoping review indicates that remote facilitation has been widely accepted in many healthcare professions using various types of simulation modalities. Remote facilitation can be used to overcome logistical problems of synchronous multi-location education, and to improve learner knowledge, skills, and confidence measured by instructor evaluation or self-assessment.
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Affiliation(s)
- Ju Ok Park
- Department of Emergency Medicine, Hallym University College of Medicine, Dongtan Sacred Heart Hospital, Hwaseong-si, South Korea.
| | - Jannet Lee-Jayaram
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Eri Sato
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Yuka Eto
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Melissa Kahili-Heede
- Health Science Library, John A. Burns School of Medicine, University of Hawaii at Manoa, Honolulu Hawaii, USA
| | - Krystal Hirayama
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Benjamin W Berg
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
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Yasser NBM, Tan AJQ, Harder N, Ashokka B, Chua WL, Liaw SY. Telesimulation in healthcare education: A scoping review. NURSE EDUCATION TODAY 2023; 126:105805. [PMID: 37062239 DOI: 10.1016/j.nedt.2023.105805] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Revised: 03/15/2023] [Accepted: 03/26/2023] [Indexed: 05/25/2023]
Abstract
OBJECTIVES To provide a comprehensive overview on the utilization and effectiveness of telesimulation in healthcare education. DESIGN A scoping review. DATA SOURCES A search of five databases including PubMed, Web of Science, Cochrane, EMBASE and ProQuest was conducted between 2000 and 2022. REVIEW METHODS Arksey and O' Malley's scoping review framework was utilised. Data were narratively synthesised. RESULTS 29 articles were included. More than half of the publications on telesimulation were borne out of need during the COVID-19 pandemic. Innovation reports were the most prevalent publications followed by descriptive studies. Telesimulation was applied for the delivery of diverse learning content including patient care management, procedural skills and team training. A variety of videoconferencing software and simulation modalities have been used for telesimulation. Telesimulation was generally well-received, despite its technical challenges. Learning effectiveness of telesimulation was evident in quasi-experimental studies. CONCLUSION Telesimulation has been gaining acceptance as a distance-based simulation education modality. It will continue to evolve and potentially blend with in-person simulation. More rigorous research is warranted to evaluate learning outcomes and establish best practices in telesimulation.
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Affiliation(s)
| | - Apphia J Q Tan
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Nicole Harder
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Canada
| | - Balakrishnan Ashokka
- Department of Anaesthesia, National University Hospital, Singapore; Centre for Medical Education, CenMED, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Wei Ling Chua
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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Leung JS, Foohey S, Burns R, Bank I, Nemeth J, Sanseau E, Auerbach M. Implementation of a North American pediatric emergency medicine simulation curriculum using the virtual resuscitation room. AEM EDUCATION AND TRAINING 2023; 7:e10868. [PMID: 37215281 PMCID: PMC10199309 DOI: 10.1002/aet2.10868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2022] [Revised: 03/20/2023] [Accepted: 03/26/2023] [Indexed: 05/24/2023]
Abstract
Background Simulation provides consistent opportunities for residents to practice high-stakes, low-frequency events such as pediatric resuscitations. To increase standardization across North American residency programs, the Emergency Medicine Resident Simulation Curriculum for Pediatrics (EM ReSCu Peds) was developed. However, access to high-quality simulation/pediatric expertise is not uniform. As the concurrent COVID-19 pandemic necessitated new virtual simulation methods, we adapted the Virtual Resus Room (VRR) to teach EM ReSCu Peds. VRR is an award-winning, low-resource, open-access distance telesimulation platform we hypothesize will be effective and scalable for teaching this curriculum. Methods EM residents completed six VRR EM ReSCu Peds simulation cases and received immediate facilitator-led teledebriefing. Learners completed retrospective pre-post surveys after each case. Learners and facilitators completed end-of-day surveys. Primary outcomes were learning effectiveness measured by a composite of the Simulation Effectiveness in Teaching Modified (SET-M) tool and self-reported changes in learner comfort with case objectives. Secondary outcome was VRR scalability to teach EM ReSCu Peds using a composite outcome of net promoter scores (NPS), resource utilization, open-text feedback, and technical issues. Results Learners reported significantly increased comfort with 95% (54/57) of EM ReSCu Peds-defined case objectives (91% cognitive, 9% psychomotor), with moderate (Cohen's d 0.71, 95% CI 0.67-0.76) overall effect size. SET-M responses indicated simulation effectiveness, particularly with debriefing. Ninety EM residents from three North American residency programs were taught by 59 pediatric faculty from six programs over 4 days-more than possible if simulations were conducted in person. Learners (39) and faculty (68) NPS were above software industry benchmarks (13). Minor, quickly resolved, technical issues were reported by 18% and 29% of learners and facilitators, respectively. Conclusions Learners and facilitators report that the VRR is an effective and scalable platform to teach EM ReSCu Peds. This low-cost, accessible distance simulation intervention could increase equitable, global access to high-quality pediatric emergency education.
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Affiliation(s)
| | - Sarah Foohey
- University of TorontoTorontoOntarioCanada
- Present address:
Queen's UniversityKingstonOntarioCanada
| | | | | | | | | | - Marc Auerbach
- Departments of Pediatrics and Emergency MedicineYale UniversityNew HavenConnecticutUSA
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Ramadan K, Chaiton K, Burke J, Labrakos D, Maeda A, Okrainec A. Virtual fundamentals of laparoscopic surgery (FLS) boot-camp using telesimulation: an educational solution during the covid-19 pandemic. Surg Endosc 2023; 37:3926-3933. [PMID: 37067595 PMCID: PMC10108785 DOI: 10.1007/s00464-023-09995-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 02/23/2023] [Indexed: 04/18/2023]
Abstract
BACKGROUND The Fundamentals of Laparoscopic Surgery (FLS) is an internationally recognized educational and certification program designed to teach the knowledge and skills required for basic laparoscopic surgery. Previously, our institution has organized an FLS boot-camp to teach PGY1 residents the FLS manual skills. During the COVID-19 pandemic, in-person sessions were not possible. The purpose of this study was to utilize telesimulation as an education solution for teaching FLS technical skills to PGY1 residents during the COVID-19 pandemic. METHODS A virtual FLS program was established. A complete, easily portable FLS kit was distributed to participants and instructors to set up an FLS box and connect remotely using telesimulation. The program was delivered by three senior residents using the Zoom™ platform. Participants were split into groups of 3-4 individuals, each receiving three 1-h sessions. Sessions were structured with initial demonstration of tasks followed by individual coaching of participants in 'break-out' rooms. The official FLS exam was administered in-person on the 4th week. Pre- and post-course surveys were administered to participants gauging self-reported proficiency with FLS tasks and overall course feedback. Anonymized FLS exam results were collected. RESULTS A total of 14 residents participated, and 11 responded to the survey. Participants reported that their overall FLS skills proficiency significantly improved on a 5-point likert scale from 1.5 ± 0.5 pre-course to 4.0 ± 0.5 post-course (mean ± SD). Participants unanimously stated that having the FLS box at home was valuable and enabled them to practice more. On the FLS exam, 13 of 14 participants passed the manual skills component. CONCLUSIONS We developed a telesimulation hands-on FLS course as an alternative to in-person training. The course was practical and effective and was preferred to traditional methods by participants. With ever-expanding technological solutions, virtual telesimulation education is an attractive and underutilized tool, not only in the setting of COVID-19, but also more broadly across current educational programs.
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Affiliation(s)
- Khaled Ramadan
- Department of Surgery, Faculty of Medicine, University of Toronto, 149 College Street, Toronto, ON, M5T 1P5, Canada
| | - Karen Chaiton
- Temerty Advanced Surgical Education and Simulation Centre, The Michener Institute of Education, University Health Network, 222 St., Patrick St., Toronto, ON, M5T 1V4, Canada
| | - Jaime Burke
- Division of General Surgery, University Health Network, 190 Elizabeth St., Toronto, ON, M5G 2C4, Canada
| | - Dimitra Labrakos
- Temerty Advanced Surgical Education and Simulation Centre, The Michener Institute of Education, University Health Network, 222 St., Patrick St., Toronto, ON, M5T 1V4, Canada
| | - Azusa Maeda
- Division of General Surgery, University Health Network, 190 Elizabeth St., Toronto, ON, M5G 2C4, Canada
| | - Allan Okrainec
- Department of Surgery, Faculty of Medicine, University of Toronto, 149 College Street, Toronto, ON, M5T 1P5, Canada.
- Temerty Advanced Surgical Education and Simulation Centre, The Michener Institute of Education, University Health Network, 222 St., Patrick St., Toronto, ON, M5T 1V4, Canada.
- Division of General Surgery, University Health Network, 190 Elizabeth St., Toronto, ON, M5G 2C4, Canada.
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Nguyen W, Fromer I, Remskar M, Zupfer E. Development and Implementation of Video-Recorded Simulation Scenarios to Facilitate Case-Based Learning Discussions for Medical Students' Virtual Anesthesiology Clerkship. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2023; 19:11306. [PMID: 37025196 PMCID: PMC10070881 DOI: 10.15766/mep_2374-8265.11306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 12/07/2022] [Indexed: 06/19/2023]
Abstract
INTRODUCTION The COVID-19 pandemic presented unique challenges to medical student education. Medical student activities involving direct patient contact were limited, challenging anesthesiology programs to develop innovative means of presenting a clinical experience to trainees. In response, the Department of Anesthesiology at the University of Minnesota Medical School quickly transitioned its introductory anesthesiology clerkship to be entirely virtual. We designed the resulting curriculum to provide medical students with the most experiential learning experience possible. METHODS We created and conducted a virtual curriculum for medical students that incorporated video-recorded simulation-based scenarios to facilitate case-based learning discussions (CBLDs). At the end of their 2-week rotation, students completed a postclerkship survey with Likert-scale questions and an open-ended question intended to elicit feedback and evaluate the efficacy of the virtual curriculum. RESULTS Twenty-eight medical students finished the 2-week virtual anesthesiology clerkship over eight blocks, with all 28 students completing the postclerkship survey. Survey responses demonstrated that the virtual clerkship met or exceeded expectations in all areas. A majority of students (74%, 14 of the 19 who answered the associated question) felt that the faculty-led CBLD exercises were informative. All 28 students agreed or strongly agreed that the virtual assignments were valuable and facilitated learning. DISCUSSION We successfully implemented a virtual anesthesiology clerkship curriculum in response to constraints presented by the COVID-19 pandemic. The virtual format provides trainees with a simulated clinical experience that can be utilized not only during future pandemics but also in modern training curricula.
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Affiliation(s)
- Wendy Nguyen
- Assistant Professor, Department of Anesthesiology, University of Minnesota Medical School
| | - Ilana Fromer
- Assistant Professor, Department of Anesthesiology, University of Minnesota Medical School
| | - Mojca Remskar
- Professor, Department of Anesthesiology, University of Minnesota Medical School
| | - Elena Zupfer
- Assistant Professor, Department of Anesthesiology, University of Minnesota Medical School
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Nomura O, Sunohara M, Watanabe I, Itoh T. Evaluating Emotional Outcomes of Medical Students in Pediatric Emergency Medicine Telesimulation. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10010169. [PMID: 36670719 PMCID: PMC9856926 DOI: 10.3390/children10010169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/22/2022] [Revised: 01/11/2023] [Accepted: 01/13/2023] [Indexed: 01/17/2023]
Abstract
The coronavirus disease 2019 (COVID-19) pandemic has challenged the feasibility of traditional in-person simulation-based clinical training due to the public health recommendation on social distancing. During the pandemic, telesimulation training was implemented to avoid multiple students and faculties gathering in confined spaces. While medical trainees' perceived emotions have been acknowledged as a critical outcome of the in-person simulation-based training, the impact of telesimulation on trainees' emotions has been unexamined. We conducted an educational team-based simulation study with a pediatric case of septic shock. Seventeen and twenty-four medical students participated in the telesimulation training and in-person simulation training, respectively. The institutional pandemic social restrictions at the time of each training session determined the participant assignment to either the telesimulation training or in-person simulation training. All participants responded to the Japanese version of the Medical Emotion Scale, which includes 20 items rated on a five-point Likert-type scale before, during, and after the simulation sessions. The measured emotions were categized into four emotion groups according to two dimensions: positive or negative and activating or deactivating emotions. The one-way analysis of variance between the telesimulation and in-person simulation training revealed no significant differences in the emotions perceived by the participants before, during, and after the simulation training sessions. The perceived emotions of medical students were comparable between the telesimulation and in-person simulation training. Further longitudinal studies with larger samples and multiple variables are needed to generalize the effectiveness of telesimulation.
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Affiliation(s)
- Osamu Nomura
- Department of Health Sciences Education, Hirosaki University, Hirosaki 036-8562, Japan
- Centre for Community-Based Health Professions Education, Hirosaki University, Hirosaki 036-8562, Japan
- Department of Emergency and Disaster Medicine, Hirosaki University, Hirosaki 036-8562, Japan
- Correspondence:
| | - Momoka Sunohara
- Department of Psychology, Concordia University, Montreal, QC H3G 1M8, Canada
| | - Ichiro Watanabe
- Tokyo Metropolitan Children’s Medical Center, Division of Pediatric Critical Care Medicine, Tokyo 183-8561, Japan
| | - Taichi Itoh
- Department of Emergency Medicine, University of Michigan, Ann Abor, MI 48109, USA
- Department of Medical Education, University of Illinois at Chicago, Chicago, IL 60612, USA
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Levy AR, Khalil E, Chandramohan M, Whitfill TM, Cicero MX. Efficacy of Computer-Based Simulation as a Modality for Learning Pediatric Disaster Triage for Pediatric Emergency Nurses. Simul Healthc 2022; 17:329-335. [PMID: 34652326 DOI: 10.1097/sih.0000000000000616] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
SUMMARY STATEMENT Pediatric disaster triage (PDT) is challenging for healthcare personnel. Mistriage can lead to poor resource utilization. In contrast to live simulation, screen-based simulation is more reproducible and less costly. We hypothesized that the screen-based simulation "60 Seconds to Survival" (60S) to learning PDT will be associated with improved triage accuracy for pediatric emergency nursing personnel.During this prospective observational study, 138 nurse participants at 2 tertiary care emergency departments were required to play 60S at least 5 times over 13 weeks. Efficacy was assessed by measuring the learners' triage accuracy, mistriage, and simulated patient outcomes using JumpStart.Triage accuracy improved from a median of 61.1 [interquartile range (IQR) = 48.5-72.0] to 91.7 (IQR = 60.4-95.8, P < 0.0001), whereas mistriage decreased from 38.9 (IQR = 28.0-51.5) to 8.3 (IQR = 4.2-39.6, P < 0.0001), demonstrating a significant improvement in accuracy and decrease in mistriage. Screen-based simulation 60S is an effective modality for learning PDT by pediatric emergency nurses.
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Affiliation(s)
- Arielle R Levy
- From the Departments of Pediatrics and Emergency Medicine (A.R.L.), Sainte-Justine Hospital University Center, University of Montreal; Department of Pediatrics (E.K., M.C.), McGill University, Montreal, Canada; and Section of Pediatric Emergency Medicine (T.M.W., M.X.C.), Departments of Pediatrics and Emergency Medicine, Yale University School of Medicine, New Haven, CT
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13
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Law AKK, Kelly AM. E-learning and virtual patient simulation in emergency medicine: New solutions for old problems. HONG KONG J EMERG ME 2022. [DOI: 10.1177/10249079221124754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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14
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Moschovis PP, Dinesh A, Boguraev AS, Nelson BD. Remote online global health education among U.S. medical students during COVID-19 and beyond. BMC MEDICAL EDUCATION 2022; 22:353. [PMID: 35538485 PMCID: PMC9087168 DOI: 10.1186/s12909-022-03434-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Accepted: 05/03/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Due to the COVID-19 pandemic, the 2021 Harvard Medical School course Clinical Topics in Global Health was offered for the first time as a remote class. We sought to understand student and faculty perceptions of the elective and evaluate the perceived effectiveness of teaching global health using an online education platform. METHODS Following the course, students and faculty were invited to complete a combined total of three online surveys, which consisted of closed- and open-response questions assessing the strengths and challenges of online learning. Data analyses included traditional descriptive statistics, Net Promoter Score calculation, and inductive thematic analysis of qualitative data. RESULTS Thirty-two students and eighteen guest faculty (including four international faculty) participated in the course. Highly-rated course components included guest lecturers, practical skill sessions, polls, and case studies. The Net Promoter Score for the course was excellent at 92, and students reported a greater likelihood of pursuing a career in global health because of the course. While students and faculty highlighted limitations of the remote learning platform (lack of community and interactivity), they also commented on increased accessibility and faculty diversity. Most faculty and students recommended a hybrid model for future versions of the course and suggested strategies to address current limitations. CONCLUSIONS A remote learning platform can effectively deliver global health education, both in the pandemic setting and beyond.
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Affiliation(s)
- Peter P Moschovis
- Division of Global Health, Department of Pediatrics, Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Anupama Dinesh
- Division of Global Health, Department of Pediatrics, Massachusetts General Hospital, Boston, MA, USA
| | | | - Brett D Nelson
- Division of Global Health, Department of Pediatrics, Massachusetts General Hospital, Boston, MA, USA.
- Harvard Medical School, Boston, MA, USA.
- Division of Neonatology, Department of Pediatrics, Massachusetts General Hospital, 125 Nashua St Suite 8426, MB, Boston, USA.
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Wu Q, Wang Y, Lu L, Chen Y, Long H, Wang J. Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice. Front Med (Lausanne) 2022; 9:855403. [PMID: 35433717 PMCID: PMC9006810 DOI: 10.3389/fmed.2022.855403] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2022] [Accepted: 03/10/2022] [Indexed: 01/05/2023] Open
Abstract
Virtual simulation (VS) as an emerging interactive pedagogical strategy has been paid more and more attentions in the undergraduate medical education. Because of the fast development of modern computer simulation technologies, more and more advanced and emerging VS-based instructional practices are constantly increasing to promote medical education in diverse forms. In order to describe an overview of the current trends in VS-based medical teaching and learning, this scoping review presented a worldwide analysis of 92 recently published articles of VS in the undergraduate medical teaching and learning. The results indicated that 98% of included articles were from Europe, North America, and Asia, suggesting a possible inequity in digital medical education. Half (52%) studies reported the immersive virtual reality (VR) application. Evidence for educational effectiveness of VS in medical students’ knowledge or skills was sufficient as per Kirkpatrick’s model of outcome evaluation. Recently, VS has been widely integrated in surgical procedural training, emergency and pediatric emergency medicine training, teaching of basic medical sciences, medical radiation and imaging, puncture or catheterization training, interprofessional medical education, and other case-based learning experiences. Some challenges, such as accessibility of VS instructional resources, lack of infrastructure, “decoupling” users from reality, as well as how to increase students’ motivation and engagement, should be addressed.
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Affiliation(s)
- Qingming Wu
- College of Medicine, Wuhan University of Science and Technology, Wuhan, China
- Tianyou Hospital, Wuhan University of Science and Technology, Wuhan, China
| | - Yubin Wang
- College of Medicine, Wuhan University of Science and Technology, Wuhan, China
| | - Lili Lu
- College of Medicine, Wuhan University of Science and Technology, Wuhan, China
| | - Yong Chen
- College of Medicine, Wuhan University of Science and Technology, Wuhan, China
| | - Hui Long
- Tianyou Hospital, Wuhan University of Science and Technology, Wuhan, China
| | - Jun Wang
- College of Medicine, Wuhan University of Science and Technology, Wuhan, China
- *Correspondence: Jun Wang,
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Szilagyi C, Tartaglia A, Palmer PK, Fleenor DW, Jackson-Jordan E, Knoll Sweeney S, Slaven JE. COVID-19 and Clinical Pastoral Education: How ACPE Educators Pivoted Amid the Pandemic. JOURNAL OF PASTORAL CARE & COUNSELING: ADVANCING THEORY AND PROFESSIONAL PRACTICE THROUGH SCHOLARLY AND REFLECTIVE PUBLICATIONS 2022; 76:37-47. [PMID: 35060791 PMCID: PMC8926918 DOI: 10.1177/15423050211073572] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Clinical Pastoral Education (CPE) programs faced extraordinary challenges during the COVID-19 pandemic. We examined how ACPE-certified educators responded to maintain program delivery. Survey results (n = 210) suggested a substantial and abrupt increase in remote delivery for CPE instruction and supervised clinical practice, primarily driven by those previously fully in-person. Respondents reported abrupt changes impacted 1152 students. Participants rated their utilization and helpfulness of professional, organizational, and technology resources during the pivot and beyond.
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Affiliation(s)
| | | | | | - David W. Fleenor
- Center for Spirituality and Health, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | | | | | - James E. Slaven
- Indiana University School of Medicine, Indianapolis, IN, USA
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Grafton-Clarke C, Uraiby H, Gordon M, Clarke N, Rees E, Park S, Pammi M, Alston S, Khamees D, Peterson W, Stojan J, Pawlik C, Hider A, Daniel M. Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70. MEDICAL TEACHER 2022; 44:227-243. [PMID: 34689692 DOI: 10.1080/0142159x.2021.1992372] [Citation(s) in RCA: 23] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
BACKGROUND The novel coronavirus disease was declared a pandemic in March 2020, which necessitated adaptations to medical education. This systematic review synthesises published reports of medical educational developments and innovations that pivot to online learning from workplace-based clinical learning in response to the pandemic. The objectives were to synthesise what adaptations/innovation were implemented (description), their impact (justification), and 'how' and 'why' these were selected (explanation and rationale). METHODS The authors systematically searched four online databases up to December 21, 2020. Two authors independently screened titles, abstracts and full-texts, performed data extraction, and assessed the risk of bias. Our findings are reported in alignment with the STORIES (STructured apprOach to the Reporting in healthcare education of Evidence Synthesis) statement and BEME guidance. RESULTS Fifty-five articles were included. Most were from North America (n = 40), and nearly 70% focused on undergraduate medical education (UGME). Key developments were rapid shifts from workplace-based learning to virtual spaces, including online electives, telesimulation, telehealth, radiology, and pathology image repositories, live-streaming or pre-recorded videos of surgical procedures, stepping up of medical students to support clinical services, remote adaptations for clinical visits, multidisciplinary team meetings and ward rounds. Challenges included lack of personal interactions, lack of standardised telemedicine curricula and need for faculty time, technical resources, and devices. Assessment of risk of bias revealed poor reporting of underpinning theory, resources, setting, educational methods, and content. CONCLUSIONS This review highlights the response of medical educators in deploying adaptations and innovations. Whilst few are new, the complexity, concomitant use of multiple methods and the specific pragmatic choices of educators offers useful insight to clinical teachers who wish to deploy such methods within their own practice. Future works that offer more specific details to allow replication and understanding of conceptual underpinnings are likely to justify an update to this review.
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Affiliation(s)
- Ciaran Grafton-Clarke
- School of Medicine, University of East Anglia, Norwich, UK
- School of Medicine, University of Leicester, Leicester, UK
| | - Hussein Uraiby
- School of Medicine, University of Leicester, Leicester, UK
| | - Morris Gordon
- Department of Pediatrics, Blackpool Victoria Hospital, Blackpool, UK
- School of Medicine, University of Central Lancashire, Preston, UK
| | - Nicola Clarke
- Research Department of Medical Education, University College London, London, UK
| | - Eliot Rees
- Research Department of Medical Education, University College London, London, UK
- School of Medicine, Keele University, North Staffordshire, UK
| | - Sophie Park
- School of Medicine, University of East Anglia, Norwich, UK
| | - Mohan Pammi
- Section of Neonatology, Texas Children's Hospital, Houston, TX, USA
| | - Sebastian Alston
- Division of Clinical Sciences, Alabama College of Osteopathic Medicine, Dothan, AL, USA
| | - Deena Khamees
- University of Michigan Medical School, Ann Arbor, MI, USA
| | | | | | - Cameron Pawlik
- University of Michigan Medical School, Ann Arbor, MI, USA
| | - Ahmad Hider
- University of Michigan Medical School, Ann Arbor, MI, USA
| | - Michelle Daniel
- University of Michigan Medical School, Ann Arbor, MI, USA
- San Diego School of Medicine, University of California, La Jolla, CA, USA
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Bastos RA, Carvalho DRDS, Brandão CFS, Bergamasco EC, Sandars J, Cecilio-Fernandes D. Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review. MEDICAL TEACHER 2022; 44:187-195. [PMID: 34608845 DOI: 10.1080/0142159x.2021.1973979] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
AIMS The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic. METHODS All articles published before March 2021 in peer-reviewed journals, including MedEdPublish, that described authors' experience of online learning in response to the COVID-19 pandemic. A descriptive analysis of the solutions and a qualitative template analysis of enablers and barriers. RESULTS 87 articles were identified for inclusion. Face to face teaching was maintained with interactive approaches between learners and/or learners and teachers. Several innovative solutions were identified. The enablers were a readiness and rapid response by institutions, with innovation by teachers. The barriers were the lack of planning and resources, usability problems and limited interactivity between teachers and students. CONCLUSIONS Important and timely evidence was obtained that can inform future policy, practice and research. The findings highlighted the urgent need to use rapid design and implementation methods with greater explicit descriptions in published articles to ensure applicability to other contexts.
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Affiliation(s)
- Rodrigo Almeida Bastos
- Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Campinas, Brazil
| | | | | | | | - John Sandars
- Edge Hill University Medical School, Edge Hill University, Ormskirk, UK
| | - Dario Cecilio-Fernandes
- Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Campinas, Brazil
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Domingues AN, Hilário JSM, de Mello DF, Parro Moreno AI, Fonseca LMM. Telesimulation about home visits and child care: facilitators, barriers and perception of Nursing students. Rev Lat Am Enfermagem 2022; 30:e3672. [PMID: 36629725 PMCID: PMC9818358 DOI: 10.1590/1518-8345.6037.3672] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Accepted: 05/27/2022] [Indexed: 01/11/2023] Open
Abstract
OBJECTIVE to evaluate the facilitators, barriers and perceptions of Nursing students in learning about home visiting and child care through Telesimulation during the COVID-19 pandemic. METHOD a qualitative study to evaluate Telesimulation via computers, grounded on Kolb's theoretical model. A semi-structured questionnaire and the Student Satisfaction and Self-Confidence in Learning Scale were applied, with descriptive analysis and qualitative thematic analysis on the perceptions of 41 Nursing students. RESULTS the contextualized Telesimulation provided learning opportunities in dimensions of the pedagogical strategy, telesimulated scenario, communication and specificities of child care in home visits. It was considered a safe and dynamic activity that helped knowledge consolidation and reflective attitudes, proximity to reality, and develop interaction, observation and types of approaches. There were restrictions due to Internet connection failures. A large percentage of the students indicated good satisfaction and self-confidence level with learning in the scale applied. CONCLUSION the real clinical situation with remote immersion allowed observation, decision-making, reflection and elaboration of conclusions, inherent to the experiential learning cycle. The set of elements of this Telesimulation created an environment that stimulated the interest of Nursing students for other learning stages, suggesting a space that strengthens knowledge and maintains dialogue with face-to-face practices.
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Affiliation(s)
- Aline Natália Domingues
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Jeniffer Stephanie Marques Hilário
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil., Bolsista do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brazil
| | - Débora Falleiros de Mello
- Bolsista do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brazil., Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Departamento de Enfermagem Materno-Infantil e Saúde Pública, Ribeirão Preto, SP, Brazil
| | | | - Luciana Mara Monti Fonseca
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Departamento de Enfermagem Materno-Infantil e Saúde Pública, Ribeirão Preto, SP, Brazil
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Costa RRDO, Araújo MSD, Medeiros SMD, Mata ANDS, Almeida RGDS, Mazzo A. Análise conceitual e aplicabilidade de telessimulação no ensino em saúde: Revisão de escopo. ESCOLA ANNA NERY 2022. [DOI: 10.1590/2177-9465-ean-2021-0457pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
RESUMO Objetivo analisar o conceito de telessimulação e sua aplicabilidade no contexto do ensino em saúde. Método trata-se de uma análise conceitual, realizada através de uma scoping review realizada em maio de 2021, nas seguintes bases de dados: PubMed, PMC, Educational Resources Information Center, Web of Science, Science Direct, Scopus, LILACS, Scientific Electronic Library Online e Google Scholar, mediante o uso do descritor “telessimulação” e suas respectivas traduções para inglês e espanhol. Para análise dos estudos, avaliaram-se os atributos, antecedentes e consequentes do conceito. Resultados a telessimulação é definida como uma ramificação da simulação clínica que se caracteriza pela promoção/viabilização de práticas educativas no ensino em saúde, realizadas remotamente, síncrona, através de videochamada. Tem como objetivo facilitar o contato entre instrutores e participantes em situações de necessidade de distanciamento social, acesso dificultado por razões econômicas, como a escassez de recursos humanos e materiais, e/ou geograficamente distantes, com a intenção de desenvolver e aperfeiçoar competências e habilidades pertinentes as profissões da saúde. Conclusão e implicações para a prática a telessimulação representa uma nova oportunidade na formação em saúde, ao ampliar as possibilidades de ensino e romper barreiras que vão desde as geográficas até as econômicas.
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Domingues AN, Hilário JSM, Mello DFD, Parro Moreno AI, Fonseca LMM. Telessimulação sobre visita domiciliar e cuidado infantil: facilidades, barreiras e percepções de estudantes de enfermagem. Rev Lat Am Enfermagem 2022. [DOI: 10.1590/1518-8345.6037.3673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
Abstract
Resumo Objetivo: avaliar as facilidades, barreiras e percepções de estudantes de enfermagem na aprendizagem sobre visita domiciliar e cuidado infantil por telessimulação na pandemia da COVID-19. Método: estudo qualitativo avaliativo de telessimulação por computador, fundamentado no modelo teórico de Kolb. Foram aplicados um questionário semiestruturado e a Escala de Satisfação de Estudantes e Autoconfiança na Aprendizagem, com análise descritiva e análise qualitativa temática sobre percepções de 41 graduandos de enfermagem. Resultados: a telessimulação contextualizada proporcionou oportunidades de aprendizagem em dimensões da estratégia pedagógica, cenário telessimulado, comunicação e especificidades do cuidado infantil em visita domiciliar. Atividade segura e dinâmica, auxiliou a solidificar conhecimentos e atitudes reflexivas, aproximação à realidade, desenvolvimento da interação, observação e tipos de abordagens. Houve restrições por falhas de conexão. Grande parte dos estudantes indicou níveis bons de satisfação e autoconfiança com a aprendizagem na escala aplicada. Conclusão: a situação clínica real com imersão remota permitiu observação, tomada de decisão, reflexão e elaboração de conclusões inerentes ao ciclo de aprendizagem experiencial. O conjunto de elementos desta telessimulação criou um ambiente que estimulou o interesse dos estudantes de enfermagem para outras etapas de aprendizagem, sugerindo um espaço que fortalece conhecimentos e que guarda interlocução com as práticas presenciais.
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Affiliation(s)
| | | | - Débora Falleiros de Mello
- Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brazil; Universidade de São Paulo, Brazil
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Costa RRDO, Araújo MSD, Medeiros SMD, Mata ANDS, Almeida RGDS, Mazzo A. Conceptual analysis and applicability of telesimulation in health education: A scoping review. ESCOLA ANNA NERY 2022. [DOI: 10.1590/2177-9465-ean-2021-0457en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
ABSTRACT Objective to analyze the “telesimulation” concept and its applicability in the context of health education. Method this is a conceptual analysis performed through a scoping review carried out in May 2021 in the following databases: PubMed, PMC, Educational Resources Information Center, Web of Science, Science Direct, Scopus, LILACS, Scientific Electronic Library Online and Google Scholar, through the use of the descriptor “telesimulação” and its respective translations into English and Spanish. To analyze the studies, the concept’s attributes, antecedents, and consequences were assessed. Results telesimulation is defined as a branch of clinical simulation that is characterized by the promotion/enabling of educational practices in health education, performed remotely, synchronously, through video call. It aims to facilitate contact between instructors and participants in situations of need for social distance, access made difficult for economic reasons, such as the scarcity of human and material resources, and/or geographically distant, aiming at developing and improving relevant skills and abilities for health professions. Conclusion and implications for practice telesimulation represents a new opportunity in health education as it expands teaching possibilities and breaks down barriers ranging from geographic to economic.
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Domingues AN, Hilário JSM, Mello DFD, Parro Moreno AI, Fonseca LMM. Telesimulación en visitas domiciliarias y cuidado infantil: facilidades, barreras y percepciones de estudiantes de enfermería. Rev Lat Am Enfermagem 2022. [DOI: 10.1590/1518-8345.6037.3671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
Resumen Objetivo: evaluar las facilidades, barreras y percepciones de estudiantes de enfermería en el aprendizaje sobre visita domiciliaria y cuidado infantil por telesimulación en la pandemia de COVID-19. Método: estudio cualitativo que evalúa la telesimulación por computadora, basado en el modelo teórico de Kolb. Se aplicó un cuestionario semiestructurado y la Escala de Satisfacción de los Estudiantes y Autoconfianza en el Aprendizaje, con análisis descriptivo y análisis temático cualitativo sobre las percepciones de 41 estudiantes de enfermería. Resultados: la telesimulación contextualizada brindó oportunidades de aprendizaje en los aspectos estrategia pedagógica, escenario telesimulado, comunicación y especificidades del cuidado infantil en visitas domiciliarias. Es una actividad segura y dinámica, que contribuyó a consolidar conocimientos y actitudes reflexivas, permitió un acercamiento a la realidad, el desarrollo de la interacción, observación y tipos de acercamientos. Hubo restricciones por fallas en la conexión. La mayoría de los estudiantes indicaron buenos niveles de satisfacción y confianza en sí mismos con el aprendizaje en la escala aplicada. Conclusión: la situación clínica real con participación a distancia permitió la observación, toma de decisiones, reflexión y elaboración de conclusiones inherentes al ciclo de aprendizaje experiencial. El conjunto de elementos de esta telesimulación creó un ambiente que estimuló el interés de los estudiantes de enfermería por otras etapas de aprendizaje, por lo que se considera un espacio que fortalece el conocimiento y dialoga con las prácticas presenciales.
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Affiliation(s)
| | | | - Débora Falleiros de Mello
- Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brazil; Universidade de São Paulo, Brazil
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Comparison of In-Person and Telesimulation for Critical Care Training during the COVID-19 Pandemic. ATS Sch 2021; 2:581-594. [PMID: 35083463 PMCID: PMC8787731 DOI: 10.34197/ats-scholar.2021-0053oc] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Accepted: 07/29/2021] [Indexed: 12/28/2022] Open
Abstract
Background The coronavirus disease (COVID-19) pandemic has disrupted medical education
for trainees of all levels. Although telesimulation was initially used to
train in resource-limited environments, it may be a reasonable alternative
for replicating authentic patient experiences for medical students during
the COVID-19 pandemic. It is unclear whether a more passive approach through
telesimulation training is as effective as traditional in-person simulation
training. Objective Our aim was to evaluate the effectiveness of in-person versus remote
simulation training on learners’ comfort with managing critical care
scenarios. Methods This was a prospective observational cohort study assessing the impact of an
in-person versus remote simulation course on volunteer fourth-year medical
students from February to April 2021 at the University of California San
Diego School of Medicine. Precourse and postcourse surveys were performed
anonymously using an online secure resource. Results In the in-person learners, there was statistically significant improvement in
learner comfort across all technical, behavioral, and cognitive domains. In
remote learners, there was a trend toward improvement in self-reported
comfort across technical and cognitive domains in the telesimulation course.
However, the only statistically significant improvement in postcourse
surveys of telesimulation learners, compared with baseline, was in running
codes. Regardless of the training modality, the students had a positive
experience with the critical care simulation course, ranking it, on average,
9.6 out of 10 (9.9 in in-person simulation vs. 9.3 in telesimulation;
P = 0.06). Conclusion We demonstrated that implementation of a telesimulation-based simulation
course focusing on critical care cases is feasible and well received by
trainees. Although a telesimulation-based simulation course may not be as
effective for remote learners as active in-person participants, our study
provided evidence that there was still a trend toward improving provider
readiness across technical and cognitive domains when approaching critical
care cases.
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25
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Roach E, Okrainec A. Telesimulation for remote simulation and assessment. J Surg Oncol 2021; 124:193-199. [PMID: 34245571 DOI: 10.1002/jso.26505] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2021] [Revised: 04/05/2021] [Accepted: 04/08/2021] [Indexed: 12/14/2022]
Abstract
Telesimulation (TS), the process of using the internet to link educators and trainees at locations remote from one another, harnesses the powers of technology to enable access to high-quality simulation-based education and assessment to learners across the globe. From its first uses in the teaching and assessment of laparoscopic skills to more recent interpretations during the current pandemic, TS has shown promise in helping educators to address pressing dilemmas in medical education.
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Affiliation(s)
- Eileen Roach
- Division of General Surgery, University Health Network, Toronto, Ontario, Canada
| | - Allan Okrainec
- Division of General Surgery, University Health Network, Toronto, Ontario, Canada.,Department of Surgery, University of Toronto, Toronto, Ontario, Canada.,Temerty Advanced Surgical Education and Simulation Center, University Health Network, Toronto, Ontario, Canada
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