Pub Date : 2020-11-01DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.120
O. Mongan, O. Tummon, S. Lydon, Emily O’Dowd, Lyle Mc Vicker, P. Marren, D. Byrne
Introduction Upon qualifying, many physicians have inadequate exposure to dermatology and lack confidence in their dermatology skills(1,2). Accurate diagnosis of skin conditions requires clinical exposure over a long period of time. Precision teaching is an educational method used to develop fluency (defined as accuracy with speed). SAFMEDS (Say All Fast Minute Every Day Shuffled’) is a precision teaching technique that uses flashcards to develop fluency in the learner Method The aim of this study was to evaluate the impact of SAFMEDS as an adjunct to experiential learning and traditional dermatology teaching on the diagnostic skills of doctors in their first year after graduation from medical school. This study used a pragmatic between-groups randomised controlled trial design. Following consent, participants completed a baseline assessment followed by a one-hour dermatology lecture. They were then randomised to control group or intervention group. The intervention group received a pack of SAFMEDS flashcards with 68 images of 17 common dermatological conditions (image on the front and correct diagnosis on the back). Following training in the technique, they were asked to complete at least one SAFMEDS trial per day and document their results. On reaching fluency, (defined by expert performance as 26 correct answers with 0 or 1 incorrect per one minute) or the pre-determined end-of-study date, the intervention group participants completed a post-test. Control group participants also completed the post-test. The intervention group completed a retention test 6–8 weeks later. Results Of the 30 who consented to take part, 15 were randomised to the control group and 15 to the intervention group. Results showed a medium effect size with significantly greater improvement in scores of the intervention group (mean score at baseline: 49.9%, at post-test: 73.74%) as compared to the control group (mean score at baseline: 48.86%, at post-test: 55.43%). Performance of the intervention group persisted at the retention test. Discussion and Conclusion Test scores improved significantly in the intervention group and persisted for 6 weeks after the intervention stopped. SAFMEDS offers an effective, time-efficient and feasible adjunct to traditional dermatology teaching and may be particularly useful for postgraduates who have competing demands on their time. References Shah H, Pozo-Garcia L, & Koulouroudias M. ( 2015).:Dermatology – a compulsory part of the UK medical school curriculum?Medical Education Online;20(1):30212. Kelly A, Hennessy C, Ryan C. Unsatisfactory Level of Undergraduate Dermatology Education in Newly Qualified Irish Doctors. Ir Med J 2018;111(4):746.
在获得资格后，许多医生对皮肤科的接触不足，对他们的皮肤科技能缺乏信心(1,2)。准确诊断皮肤状况需要长时间的临床暴露。精确教学是一种培养流利性的教育方法(定义为准确性和速度)。safmed (Say All Fast Minute Every Day shuffed)是一种精确的教学方法，使用抽抽卡来培养学习者的流畅性。本研究的目的是评估safmed作为体验式学习和传统皮肤病学教学的辅助手段，对医学院毕业后第一年医生诊断技能的影响。本研究采用实用的组间随机对照试验设计。在获得同意后，参与者完成了基线评估，随后进行了一小时的皮肤病学讲座。然后将他们随机分为对照组和干预组。干预组收到一套SAFMEDS抽抽卡，其中有17种常见皮肤病的68张图像(正面为图像，背面为正确诊断)。在技术培训之后，他们被要求每天至少完成一次safmed试验并记录他们的结果。在达到流利程度(专家表现定义为每分钟26个正确答案，0或1个错误答案)或预先确定的学习结束日期后，干预组参与者完成后测试。对照组的参与者也完成了后测。干预组在6-8周后完成记忆保留测试。在30名同意参与研究的人中，15人被随机分配到对照组，15人被随机分配到干预组。结果显示，与对照组(基线平均评分48.86%，后测55.43%)相比，干预组(基线平均评分49.9%，后测73.74%)得分的改善具有中等效应。干预组在记忆保留测试中的表现保持不变。讨论与结论干预组测试成绩明显提高，并在干预停止后持续6周。safmed为传统皮肤病学教学提供了一种有效、高效和可行的辅助手段，对那些时间紧迫的研究生尤其有用。参考文献Shah H, Pozo-Garcia L， & Koulouroudias M.(2015)。皮肤病学-英国医学院课程的必修部分?医学教育在线;20(1):30212。Kelly A, Hennessy C, Ryan C.新合格的爱尔兰医生的皮肤病学本科教育水平不理想。中华医学杂志，2018;31(4):746。
{"title":"PG72 An evaluation of the efficacy of a SAFMEDS intervention to train dermatology diagnostic skills in junior doctors","authors":"O. Mongan, O. Tummon, S. Lydon, Emily O’Dowd, Lyle Mc Vicker, P. Marren, D. Byrne","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.120","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.120","url":null,"abstract":"Introduction Upon qualifying, many physicians have inadequate exposure to dermatology and lack confidence in their dermatology skills(1,2). Accurate diagnosis of skin conditions requires clinical exposure over a long period of time. Precision teaching is an educational method used to develop fluency (defined as accuracy with speed). SAFMEDS (Say All Fast Minute Every Day Shuffled’) is a precision teaching technique that uses flashcards to develop fluency in the learner Method The aim of this study was to evaluate the impact of SAFMEDS as an adjunct to experiential learning and traditional dermatology teaching on the diagnostic skills of doctors in their first year after graduation from medical school. This study used a pragmatic between-groups randomised controlled trial design. Following consent, participants completed a baseline assessment followed by a one-hour dermatology lecture. They were then randomised to control group or intervention group. The intervention group received a pack of SAFMEDS flashcards with 68 images of 17 common dermatological conditions (image on the front and correct diagnosis on the back). Following training in the technique, they were asked to complete at least one SAFMEDS trial per day and document their results. On reaching fluency, (defined by expert performance as 26 correct answers with 0 or 1 incorrect per one minute) or the pre-determined end-of-study date, the intervention group participants completed a post-test. Control group participants also completed the post-test. The intervention group completed a retention test 6–8 weeks later. Results Of the 30 who consented to take part, 15 were randomised to the control group and 15 to the intervention group. Results showed a medium effect size with significantly greater improvement in scores of the intervention group (mean score at baseline: 49.9%, at post-test: 73.74%) as compared to the control group (mean score at baseline: 48.86%, at post-test: 55.43%). Performance of the intervention group persisted at the retention test. Discussion and Conclusion Test scores improved significantly in the intervention group and persisted for 6 weeks after the intervention stopped. SAFMEDS offers an effective, time-efficient and feasible adjunct to traditional dermatology teaching and may be particularly useful for postgraduates who have competing demands on their time. References Shah H, Pozo-Garcia L, & Koulouroudias M. ( 2015).:Dermatology – a compulsory part of the UK medical school curriculum?Medical Education Online;20(1):30212. Kelly A, Hennessy C, Ryan C. Unsatisfactory Level of Undergraduate Dermatology Education in Newly Qualified Irish Doctors. Ir Med J 2018;111(4):746.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79231870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.150
S. Corbett, C. Burlacu
Introduction This survey aimed to Establish the extent to which trainees feel the pandemic to date has disrupted their training. Identify what training and research opportunities have been available to trainees Identify if and how teaching has continued in anaesthesiology departments Methods A link to an online survey was sent out to anaesthetic trainees in the Republic of Ireland. 64 responses were received from a range of sites (Dublin based 59%) and with a range of experience. (SHO-42%, Registrar- 58%). This represented a 19% response rate among those enrolled in Specialist Anaesthesiology Training (SAT). Results 85% of respondents felt that they lost out on important training opportunities because of the pandemic, with 28% strongly agreeing. These opportunities included anaesthesiology exams (30%), other exams (17%), attending meetings (65%), presenting at meetings (33%), research (17%), attending mandatory courses (43%), and recommended courses (28%). 75% felt that they had the opportunity to take part in other training opportunities, with 37.5% somewhat agreeing that this was the case. These included participating in simulation (44%), designing and implementing simulation (21%), taking on mentorship roles (25%), protocol and guideline design (25%), and clinical research (19%). 58% of simulation training was in donning and doffing PPE, 50% was in airway management in ICU and 23% was in cardiac arrest management. The most helpful factors that trainees felt helped them in pursuing training were their relationships with consultants (79%), and other trainees (80%). 84% respondents said that the amount of teaching in their departments decreased during the pandemic, and that where it did departmental teaching took place via videoconferencing (70%), as did ICU teaching (30%), and simulation (33%). Discussion While negative effects of the pandemic on training opportunites is clear,1 2 trainees also felt they had training opportunities that they would not otherwise have. This is important because of the significant pressure we know that trainees feel to pursue non clinical activities.3 It is noteworthy that 44% respondents had access to on site simulation training. The importance of mentorship and relationships with colleagues and both consultant and trainee level is also clear. References Rose S. Medical Student Education in the Time of COVID-19. JAMA 2020 Jun 2;323(21):2131. Daodu O. COVID-19 – Considerations and Implications for Surgical Learners. Ann Surg 2020 Jul;272(1):e22–3. Introduction to CAT & CAI Training & Wellness Survey [Internet]. [cited 2020 Jun 28]. Available from: https://dv4.mediasite.com/mediasite/Play/264cae73b65742ad89b49577b79603a51d
这项调查的目的是确定受训者认为迄今为止大流行对其培训的影响程度。确定培训生获得了哪些培训和研究机会确定麻醉科的教学是否以及如何继续方法向爱尔兰共和国的麻醉科培训生发送了一项在线调查的链接。从一系列地点收到64份回复(都柏林59%)，并具有一系列经验。(SHO-42%， Registrar- 58%)。在参加专科麻醉学培训(SAT)的参与者中，这一比例为19%。结果85%的受访者认为，由于大流行，他们失去了重要的培训机会，28%的受访者表示强烈同意。这些机会包括麻醉学考试(30%)、其他考试(17%)、参加会议(65%)、在会议上发言(33%)、研究(17%)、参加必修课(43%)和推荐课程(28%)。75%的人认为他们有机会参加其他培训机会，37.5%的人多少同意这种情况。这些包括参与模拟(44%)，设计和实施模拟(21%)，担任指导角色(25%)，方案和指南设计(25%)以及临床研究(19%)。58%的模拟训练为穿戴和脱下防护用品，50%为ICU气道管理，23%为心脏骤停管理。受训者认为对他们进行培训最有帮助的因素是他们与顾问(79%)和其他受训者(80%)的关系。84%的受访者表示，在疫情期间，其院系的教学数量减少了，在院系教学中，通过视频会议(70%)、ICU教学(30%)和模拟(33%)进行教学。讨论虽然大流行病对培训机会的负面影响是显而易见的，但12名受训者也认为，他们获得了本来不会有的培训机会。这一点很重要，因为我们知道受训者感到从事非临床活动的巨大压力值得注意的是，44%的受访者接受过现场模拟培训。导师和同事之间的关系以及顾问和培训生之间的关系的重要性也很明显。新冠肺炎时代的医学生教育。中国医学杂志2020年6月2日;323(21):2131。dao O. COVID-19 -对外科学习者的考虑和影响。中国生物医学工程学报，2016;31(1):391 - 391。CAT & CAI培训与健康调查简介[互联网]。[引自2020年6月28日]。可从:https://dv4.mediasite.com/mediasite/Play/264cae73b65742ad89b49577b79603a51d获得
{"title":"PG102 Anaesthesiology trainee learning opportunities during the coronavirus pandemic","authors":"S. Corbett, C. Burlacu","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.150","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.150","url":null,"abstract":"Introduction This survey aimed to Establish the extent to which trainees feel the pandemic to date has disrupted their training. Identify what training and research opportunities have been available to trainees Identify if and how teaching has continued in anaesthesiology departments Methods A link to an online survey was sent out to anaesthetic trainees in the Republic of Ireland. 64 responses were received from a range of sites (Dublin based 59%) and with a range of experience. (SHO-42%, Registrar- 58%). This represented a 19% response rate among those enrolled in Specialist Anaesthesiology Training (SAT). Results 85% of respondents felt that they lost out on important training opportunities because of the pandemic, with 28% strongly agreeing. These opportunities included anaesthesiology exams (30%), other exams (17%), attending meetings (65%), presenting at meetings (33%), research (17%), attending mandatory courses (43%), and recommended courses (28%). 75% felt that they had the opportunity to take part in other training opportunities, with 37.5% somewhat agreeing that this was the case. These included participating in simulation (44%), designing and implementing simulation (21%), taking on mentorship roles (25%), protocol and guideline design (25%), and clinical research (19%). 58% of simulation training was in donning and doffing PPE, 50% was in airway management in ICU and 23% was in cardiac arrest management. The most helpful factors that trainees felt helped them in pursuing training were their relationships with consultants (79%), and other trainees (80%). 84% respondents said that the amount of teaching in their departments decreased during the pandemic, and that where it did departmental teaching took place via videoconferencing (70%), as did ICU teaching (30%), and simulation (33%). Discussion While negative effects of the pandemic on training opportunites is clear,1 2 trainees also felt they had training opportunities that they would not otherwise have. This is important because of the significant pressure we know that trainees feel to pursue non clinical activities.3 It is noteworthy that 44% respondents had access to on site simulation training. The importance of mentorship and relationships with colleagues and both consultant and trainee level is also clear. References Rose S. Medical Student Education in the Time of COVID-19. JAMA 2020 Jun 2;323(21):2131. Daodu O. COVID-19 – Considerations and Implications for Surgical Learners. Ann Surg 2020 Jul;272(1):e22–3. Introduction to CAT & CAI Training & Wellness Survey [Internet]. [cited 2020 Jun 28]. Available from: https://dv4.mediasite.com/mediasite/Play/264cae73b65742ad89b49577b79603a51d","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87275434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.9
M. Elsheikh, Catherine Holmes, A. Davies
Background The ‘LeedsEDSim’ team have run an embedded in-situ simulation (ISS) programme successfully for 6 years involving at least twice weekly interprofessional ISS in the Emergency Departments (ED). In March 2020, the COVID-19 pandemic meant there were multiple changes to clinical processes and guidelines, the physical layout of departments and patient flow through them. This caused heightened anxiety amongst all staff members and potential threats to patient safety. Most larger educational events and regional training had been cancelled due to predicted clinical demand and need for social distancing. ISS was already active and embedded as an educational tool for all professions in the ED for clinical as well as non-clinical skills and was therefore utilised as the central education strategy for the intensive programme. Summary of Work A mixture of interprofessional ISS (at least twice weekly) and short ISS group drills (up to six per day) were used with the aim of having all staff members take part in at least one over a period of 7 weeks. Faculty included clinical staff who were on the shop floor anyway, with the usual non -patient facing education staff and technicians avoiding clinical areas as per social distancing rules. This was all coordinated by the ED simulation fellow. Larger interprofessional simulations took place in the ‘cold’ resuscitation areas involving other teams such as intensive care and infectious diseases - these dealt with the full process and guidelines of managing unwell COVID-19 patients, including the complexity of COVID-19 cardiac arrest scenarios. The simulation drills were designed to teach specific, targeted aspects of cases - eg. management of initial stages of cardiac arrest outside the resuscitation room, advanced care decision making, and communication with relatives in difficult circumstances. All scenarios ran multiple times, maximising multiple individual staff member exposure. Results 167 participants gave feedback after their session(see figure 1). Discussion and Conclusion As well as educating staff(with great success as per figure 1), both simulation drills and the larger ISS allowed the new developing system to be tested, identifying and correcting problems such as: missing kit in certain areas; how to get staff to the correct place in a timely manner and the creation of a cardiac arrest standard operating procedure. ISS has been shown to be a valuable tool for education and improving patient safety when used in an intensive programme to deal with novel, rapidly evolving situations such as the COVID-19 pandemic.
{"title":"O9 Intensive interprofessional ED team simulation for COVID-19 preparedness","authors":"M. Elsheikh, Catherine Holmes, A. Davies","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.9","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.9","url":null,"abstract":"Background The ‘LeedsEDSim’ team have run an embedded in-situ simulation (ISS) programme successfully for 6 years involving at least twice weekly interprofessional ISS in the Emergency Departments (ED). In March 2020, the COVID-19 pandemic meant there were multiple changes to clinical processes and guidelines, the physical layout of departments and patient flow through them. This caused heightened anxiety amongst all staff members and potential threats to patient safety. Most larger educational events and regional training had been cancelled due to predicted clinical demand and need for social distancing. ISS was already active and embedded as an educational tool for all professions in the ED for clinical as well as non-clinical skills and was therefore utilised as the central education strategy for the intensive programme. Summary of Work A mixture of interprofessional ISS (at least twice weekly) and short ISS group drills (up to six per day) were used with the aim of having all staff members take part in at least one over a period of 7 weeks. Faculty included clinical staff who were on the shop floor anyway, with the usual non -patient facing education staff and technicians avoiding clinical areas as per social distancing rules. This was all coordinated by the ED simulation fellow. Larger interprofessional simulations took place in the ‘cold’ resuscitation areas involving other teams such as intensive care and infectious diseases - these dealt with the full process and guidelines of managing unwell COVID-19 patients, including the complexity of COVID-19 cardiac arrest scenarios. The simulation drills were designed to teach specific, targeted aspects of cases - eg. management of initial stages of cardiac arrest outside the resuscitation room, advanced care decision making, and communication with relatives in difficult circumstances. All scenarios ran multiple times, maximising multiple individual staff member exposure. Results 167 participants gave feedback after their session(see figure 1). Discussion and Conclusion As well as educating staff(with great success as per figure 1), both simulation drills and the larger ISS allowed the new developing system to be tested, identifying and correcting problems such as: missing kit in certain areas; how to get staff to the correct place in a timely manner and the creation of a cardiac arrest standard operating procedure. ISS has been shown to be a valuable tool for education and improving patient safety when used in an intensive programme to deal with novel, rapidly evolving situations such as the COVID-19 pandemic.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84832407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.59
Rachael Gupte Hilary Haines Stuart Binns, Hilary Gupte, Stuart Haines
Description/Justification/Clarification Seventy medical students, who had graduated early joined Leeds Teaching Hospitals as Interim Foundation Year Doctors during the 2020 Coronavirus pandemic. Introduction/Background To ensure the trainees received the best learning experience to equip them to effectively deliver care on the front line, their induction needed to provide essential clinical skills training, pastoral support and mandatory competency assessments. This required a new method of experimental educational delivery using a blended learning approach. Challenges Inducting trainees during a pandemic raised concerns on how to safely deliver education, Herbert et al1 highlights that implementing blended learning can prove difficult when restructuring education. The challenge was to blend a missed university term, essential induction information and assessing clinical skills in a reduced time-frame. Methods/Summary of Educational Programme/Project Description In 2013 Picciano advocated blending Technology Enhanced Learning with strong face-to-face delivery, and this was our agreed approach.2 A virtual platform was created via Padlet, which allowed traditional didactic delivery in a new virtual classroom, In parallel, a circuit of nine face-to-face clinical skills stations were set up by multidisciplinary clinical educators, combining clinical skills with pastoral support. Trainees engaged with senior staff at interactive question and answer sessions delivered through MS Teams, which provided insight into how video conferencing and other elements of TEL can be deployed for education and pastoral support, as evidenced by Lamba.3 Results/Outcome - table 1 Discussion/Conclusion and Recommendations Covid-19 forced a rapid rethink about how to deliver induction via blended learning. The Padlet link was well received and the face-to-face circuits were successful, ensuring a positive experience for learners whilst achieving learning outcomes. Feedback from trainees about on-line Q&A sessions was positive. However, there were clear disadvantages in not being able to see trainees on the screen. Asking questions using the chat function hampered the smooth flow. Recommendations are - Factor faculty fatigue into future plans – sessions were very intensive with fewer rest breaks for faculty. Consider using a different platform for video conferencing allowing faculty to see participants. Running virtual Q&A sessions with two faculty rather than one to maintain a better flow. References Herbert C, Velan GM, Pryor WM. A model for the use of blended learning in large group teaching sessions. British Medical Council Medical Education 2017;17:197. https://doi.org/10.1186/s12909-017-1057-2 Picciano AG, Durban CD, Graham CR. (2013). Blended Learning Research Perspectives. 1st Edition, Volume 2 Routledge. New York. Lamba P. Teleconferencing in medical education: a useful tool. Australasian Medical Journal 2011;4(8):422–447.
{"title":"PG10 Theme 2 – Technical personal; professional development, Innovations","authors":"Rachael Gupte Hilary Haines Stuart Binns, Hilary Gupte, Stuart Haines","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.59","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.59","url":null,"abstract":"Description/Justification/Clarification Seventy medical students, who had graduated early joined Leeds Teaching Hospitals as Interim Foundation Year Doctors during the 2020 Coronavirus pandemic. Introduction/Background To ensure the trainees received the best learning experience to equip them to effectively deliver care on the front line, their induction needed to provide essential clinical skills training, pastoral support and mandatory competency assessments. This required a new method of experimental educational delivery using a blended learning approach. Challenges Inducting trainees during a pandemic raised concerns on how to safely deliver education, Herbert et al1 highlights that implementing blended learning can prove difficult when restructuring education. The challenge was to blend a missed university term, essential induction information and assessing clinical skills in a reduced time-frame. Methods/Summary of Educational Programme/Project Description In 2013 Picciano advocated blending Technology Enhanced Learning with strong face-to-face delivery, and this was our agreed approach.2 A virtual platform was created via Padlet, which allowed traditional didactic delivery in a new virtual classroom, In parallel, a circuit of nine face-to-face clinical skills stations were set up by multidisciplinary clinical educators, combining clinical skills with pastoral support. Trainees engaged with senior staff at interactive question and answer sessions delivered through MS Teams, which provided insight into how video conferencing and other elements of TEL can be deployed for education and pastoral support, as evidenced by Lamba.3 Results/Outcome - table 1 Discussion/Conclusion and Recommendations Covid-19 forced a rapid rethink about how to deliver induction via blended learning. The Padlet link was well received and the face-to-face circuits were successful, ensuring a positive experience for learners whilst achieving learning outcomes. Feedback from trainees about on-line Q&A sessions was positive. However, there were clear disadvantages in not being able to see trainees on the screen. Asking questions using the chat function hampered the smooth flow. Recommendations are - Factor faculty fatigue into future plans – sessions were very intensive with fewer rest breaks for faculty. Consider using a different platform for video conferencing allowing faculty to see participants. Running virtual Q&A sessions with two faculty rather than one to maintain a better flow. References Herbert C, Velan GM, Pryor WM. A model for the use of blended learning in large group teaching sessions. British Medical Council Medical Education 2017;17:197. https://doi.org/10.1186/s12909-017-1057-2 Picciano AG, Durban CD, Graham CR. (2013). Blended Learning Research Perspectives. 1st Edition, Volume 2 Routledge. New York. Lamba P. Teleconferencing in medical education: a useful tool. Australasian Medical Journal 2011;4(8):422–447.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89619593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.24
Heidi Swinhoe, Harry Swinhoe
Background There have been several widely publicised cases of food related anaphylaxis in recent years, sadly with fatal outcomes. The incidence of allergies is on the increase,1 including in children who have allergies to commonly encountered triggers, such as dairy products and nuts. We decided to raise allergy awareness in school, amongst pupils and staff, by developing a rolling training programme including an interactive talk and simulation. Methods We produced a training package including a PowerPoint presentation with slides and videos specifically for classroom sized group teaching. The information was gathered from the Resuscitation council, the AllergyUK and after discussion with nursing and medical staff. Following presentation to the school health and safety officer and to a doctor, the training was rolled out during Personal, Social, Health Education (PSHE) lessons. Specific areas covered were: How to recognise anaphylaxis, how to call for help and knowledge of the treatment protocol in the community. This was followed by a clinical skills session with hands on familiarisation with several brands of donated dummy epinephrine auto-injectors, which pupils administered to each other. We consolidated the theoretical learning with a simulation session including recognition of anaphylaxis, calling for help, basic life support and the use of a dummy auto-injector. Results 180 year 7 pupils underwent the teaching and simulation throughout the school year, as part of the PHSE curriculum. Teachers were also present and refreshed their knowledge. Qualitative feedback was gathered, demonstrated universally enhanced knowledge and a large boost in confidence to assist or use the auto-injector if witnessing an anaphylactic reaction. The teaching staff also found this a very valuable refresher of knowledge and skills. Discussion and Conclusions In order to continue the education once we have left school, the package has been made available for future use. We suggest that to ensure retention of knowledge for participants, a regular refresher would be useful. The combination of classroom teaching with experiential learning through simulation is known to improve knowledge retention and aid comprehension.2 We postulate that the pupils’ improved knowledge and skills will equip them with confidence to act, if faced with a severe allergic reaction in the community in the future. Reference Tang MLK and Mullins RJ. Food allergy: is prevalence increasing?Intern Med J ( 2017):47;256–261. Bartsch C. ( 2017) Importance of a Hands-On Experience in the Elementary Classroom. https://classroom.synonym.com/importance-handson-experience-elementary-classroom-6701.html.
{"title":"PP5 Simulation in the classroom – an anaphylaxis teaching package for children in senior school","authors":"Heidi Swinhoe, Harry Swinhoe","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.24","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.24","url":null,"abstract":"Background There have been several widely publicised cases of food related anaphylaxis in recent years, sadly with fatal outcomes. The incidence of allergies is on the increase,1 including in children who have allergies to commonly encountered triggers, such as dairy products and nuts. We decided to raise allergy awareness in school, amongst pupils and staff, by developing a rolling training programme including an interactive talk and simulation. Methods We produced a training package including a PowerPoint presentation with slides and videos specifically for classroom sized group teaching. The information was gathered from the Resuscitation council, the AllergyUK and after discussion with nursing and medical staff. Following presentation to the school health and safety officer and to a doctor, the training was rolled out during Personal, Social, Health Education (PSHE) lessons. Specific areas covered were: How to recognise anaphylaxis, how to call for help and knowledge of the treatment protocol in the community. This was followed by a clinical skills session with hands on familiarisation with several brands of donated dummy epinephrine auto-injectors, which pupils administered to each other. We consolidated the theoretical learning with a simulation session including recognition of anaphylaxis, calling for help, basic life support and the use of a dummy auto-injector. Results 180 year 7 pupils underwent the teaching and simulation throughout the school year, as part of the PHSE curriculum. Teachers were also present and refreshed their knowledge. Qualitative feedback was gathered, demonstrated universally enhanced knowledge and a large boost in confidence to assist or use the auto-injector if witnessing an anaphylactic reaction. The teaching staff also found this a very valuable refresher of knowledge and skills. Discussion and Conclusions In order to continue the education once we have left school, the package has been made available for future use. We suggest that to ensure retention of knowledge for participants, a regular refresher would be useful. The combination of classroom teaching with experiential learning through simulation is known to improve knowledge retention and aid comprehension.2 We postulate that the pupils’ improved knowledge and skills will equip them with confidence to act, if faced with a severe allergic reaction in the community in the future. Reference Tang MLK and Mullins RJ. Food allergy: is prevalence increasing?Intern Med J ( 2017):47;256–261. Bartsch C. ( 2017) Importance of a Hands-On Experience in the Elementary Classroom. https://classroom.synonym.com/importance-handson-experience-elementary-classroom-6701.html.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89743726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.43
L. Evans, E. Douglas, F. Moffatt, Theresa C Harvey-Dunstan
Background Traditionally, final year undergraduate physiotherapy students participate in face-to-face simulation training. Building on clinical placement experience, this training aims to improve confidence when assessing and managing an acutely ill patient utilising the A-E assessment toolkit. However, some students were unable to complete their final placements, so may have had limited experience in the acute care setting. We were unable to deliver face-to-face simulation training due to the COVID-19 pandemic. Therefore, we adapted the training to be delivered remotely. Summary of Work We delivered remote simulation with 17 physiotherapy students. Groups of six students attended a 2 hour session where they completed simulations via MS-Teams. The students undertook two scenarios that required them to assess an acutely ill patient using the A-E toolkit, manage the situation to their ability and escalate to a MDT colleague. Live video streaming allowed students to view the simulation suite, manikin and vital signs monitoring. Faculty took the role of avatar to carry out assessment skills and treatment tasks as directed by the students. Following the simulation, the faculty led a debrief via MS-Teams. Clinical reasoning was explored and lessons learned for future practice were highlighted. Factors such as communication, teamwork and human factors were also discussed. Data was collected pre and post simulation. Students were asked to rate their self-reported confidence using a 5-point Likert Scale in relation to 11 statements. Students were also given the opportunity to give free text responses. Summary of Results Comparison of pre and post simulation data showed significant improvement in all areas of students’ self-reported confidence. This positive impact was most notable in relation to the students’ knowledge of their role in assessing the patient (+1.6 points), making management recommendations (+1.8 points) and initiating the management of an acutely ill patient (+1.8 points). Students’ free text responses identified themes of confidence with the application of the A-E toolkit, communication within the MDT and confidence in own decision making. Discussion and Conclusions The remote delivery of simulation when unable to deliver face-to-face simulation showed an increase in students’ self-reported confidence. Further follow up data is required to explore the potential for confidence decay. Recommendations Further work is needed to investigate if remote and face-to-face simulation gives comparable outcomes when both modes of simulation delivery are possible and students have had uninterrupted clinical education.
{"title":"PP24 Use of remote simulation to develop undergraduate physiotherapy students’ skills in assessing the acutely ill patient","authors":"L. Evans, E. Douglas, F. Moffatt, Theresa C Harvey-Dunstan","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.43","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.43","url":null,"abstract":"Background Traditionally, final year undergraduate physiotherapy students participate in face-to-face simulation training. Building on clinical placement experience, this training aims to improve confidence when assessing and managing an acutely ill patient utilising the A-E assessment toolkit. However, some students were unable to complete their final placements, so may have had limited experience in the acute care setting. We were unable to deliver face-to-face simulation training due to the COVID-19 pandemic. Therefore, we adapted the training to be delivered remotely. Summary of Work We delivered remote simulation with 17 physiotherapy students. Groups of six students attended a 2 hour session where they completed simulations via MS-Teams. The students undertook two scenarios that required them to assess an acutely ill patient using the A-E toolkit, manage the situation to their ability and escalate to a MDT colleague. Live video streaming allowed students to view the simulation suite, manikin and vital signs monitoring. Faculty took the role of avatar to carry out assessment skills and treatment tasks as directed by the students. Following the simulation, the faculty led a debrief via MS-Teams. Clinical reasoning was explored and lessons learned for future practice were highlighted. Factors such as communication, teamwork and human factors were also discussed. Data was collected pre and post simulation. Students were asked to rate their self-reported confidence using a 5-point Likert Scale in relation to 11 statements. Students were also given the opportunity to give free text responses. Summary of Results Comparison of pre and post simulation data showed significant improvement in all areas of students’ self-reported confidence. This positive impact was most notable in relation to the students’ knowledge of their role in assessing the patient (+1.6 points), making management recommendations (+1.8 points) and initiating the management of an acutely ill patient (+1.8 points). Students’ free text responses identified themes of confidence with the application of the A-E toolkit, communication within the MDT and confidence in own decision making. Discussion and Conclusions The remote delivery of simulation when unable to deliver face-to-face simulation showed an increase in students’ self-reported confidence. Further follow up data is required to explore the potential for confidence decay. Recommendations Further work is needed to investigate if remote and face-to-face simulation gives comparable outcomes when both modes of simulation delivery are possible and students have had uninterrupted clinical education.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72992240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.7
E. Gumble, E. Broughton
Introduction The social distancing guidelines brought about in response to the COVID-19 pandemic made the normal operation of a simulation centre with limited floor space impossible. To continue providing training to a greater number of candidates, some methods for recreating the simulation experience with remote candidates were devised and explored. Methods Proposal A: Conversational avatar over Zoom. Through use of OBS Studio streaming software, our pre-existing conversational avatar is presented on a Zoom call for remotely-connected candidates to interact with for conversational simulation. Proposal B: Gameplay style scenarios on CenarioVR shared with candidates. Candidates (alone or in groups, with or without supervision) navigate a clinical room environment with buttons and menus to undertake a scenario, with the system keeping track of events to progress the scenario along. Proposal C: Remote In-Ear (RIE) coaching. Through use of a wireless earbud, candidates communicate remotely with centre staff (‘operatives’) who follow the instructions given to them by candidates watching a live Zoom feed of the room. 3 ways of achieving this were explored: C1: Candidates remotely watch a feed of the simulation room while connected to an operative by an audio call. C2: Candidates message their target operative on Zoom and text-to-speech software reads these messages to the operatives. C3: Zoom breakout rooms/separate WhatsApp video calls connect candidates to target operatives, where candidates see from the operative’s perspective through a head-mounted camera. Proposal D: Virtual environments D1: Candidates meet in a private World within VRChat for scenarios. D2: Candidates meet in the Minecraft server containing a pre-existing replica of the hospital for scenarios. Results Proposals were scored 0–40 for viability, summed from 0–10 scores in 4 categories: Team Interactivity, Fidelity, Range of Scenarios and Ease of Implementation. These scores are shown in Simulation@Distance table 1. Discussion and Conclusions So far, the options judged to be most viable have been trialled. The avatar’s use over Zoom proved to be easy to set up and once we find suitable faculty to run it, courses will be arranged and advertised. RIE coaching has had trial sessions, with operatives initially reporting inefficiencies in communication. In response to the feedback, the model has been revised so that the wider group are now coaching the whole room as opposed to individual candidates. The gameplay scenarios are still being worked on, but externally produced alternatives are being explored. Overall, we are confident that simulation can coexist with distancing guidelines.
{"title":"O7 Simulation@Distance – Exploring Remote Alternatives to Traditional Clinical Simulation Training","authors":"E. Gumble, E. Broughton","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.7","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.7","url":null,"abstract":"Introduction The social distancing guidelines brought about in response to the COVID-19 pandemic made the normal operation of a simulation centre with limited floor space impossible. To continue providing training to a greater number of candidates, some methods for recreating the simulation experience with remote candidates were devised and explored. Methods Proposal A: Conversational avatar over Zoom. Through use of OBS Studio streaming software, our pre-existing conversational avatar is presented on a Zoom call for remotely-connected candidates to interact with for conversational simulation. Proposal B: Gameplay style scenarios on CenarioVR shared with candidates. Candidates (alone or in groups, with or without supervision) navigate a clinical room environment with buttons and menus to undertake a scenario, with the system keeping track of events to progress the scenario along. Proposal C: Remote In-Ear (RIE) coaching. Through use of a wireless earbud, candidates communicate remotely with centre staff (‘operatives’) who follow the instructions given to them by candidates watching a live Zoom feed of the room. 3 ways of achieving this were explored: C1: Candidates remotely watch a feed of the simulation room while connected to an operative by an audio call. C2: Candidates message their target operative on Zoom and text-to-speech software reads these messages to the operatives. C3: Zoom breakout rooms/separate WhatsApp video calls connect candidates to target operatives, where candidates see from the operative’s perspective through a head-mounted camera. Proposal D: Virtual environments D1: Candidates meet in a private World within VRChat for scenarios. D2: Candidates meet in the Minecraft server containing a pre-existing replica of the hospital for scenarios. Results Proposals were scored 0–40 for viability, summed from 0–10 scores in 4 categories: Team Interactivity, Fidelity, Range of Scenarios and Ease of Implementation. These scores are shown in Simulation@Distance table 1. Discussion and Conclusions So far, the options judged to be most viable have been trialled. The avatar’s use over Zoom proved to be easy to set up and once we find suitable faculty to run it, courses will be arranged and advertised. RIE coaching has had trial sessions, with operatives initially reporting inefficiencies in communication. In response to the feedback, the model has been revised so that the wider group are now coaching the whole room as opposed to individual candidates. The gameplay scenarios are still being worked on, but externally produced alternatives are being explored. Overall, we are confident that simulation can coexist with distancing guidelines.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74279801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.161
L. Greene, C. Hamshire, Eleanor Hannan, K. Jack, D. J. Wright
Introduction Logistical constraints associated with large cohorts provide barriers to the delivery of simulation-based education (SBE) in health and social care education. Williams et al. (2020) suggested that virtual simulation can alleviate these constraints whilst providing a quality learning experience. Walia et al. (2017) showed that effective learning experiences in virtual worlds can produce positive transfer of learning to real-world healthcare practice. Based on this evidence, and utilising the concepts of immersive SBE, persistent virtual worlds, and experiential learning theory, we developed a web-based virtual community to facilitate the delivery of realistic, person-centred health and social care education. Summary of the Educational Programme The Birley Place virtual community comprises a fictional map containing three distinct neighbourhoods. Each neighbourhood incorporates homes, schools, businesses, health and social care services and leisure facilities. Services, housing, and the characters who ‘live’ in each neighbourhood are modelled on three areas of the city in which our institution is based, using existent socio-economic, health and lifestyle data. Characters are ‘brought to life’ through learning activities involving text, audio, and video case studies, as well as interactive content and scenarios with embedded decision-making. Online sessions and group work are followed by debriefs to encourage learners to reflect, conceptualise, and experiment; facilitating the transfer of knowledge through experience. As an exemplar, we use Birley Place to facilitate the delivery of a large-scale IPE programme focused on understanding the impact of health inequalities. Working in inter-professional groups, learners access statistical data for each neighbourhood and ‘meet’ characters living there. Using this information, learners develop a community profile and produce an inter-professional strategy to address a health or social care issue affecting a specific neighbourhood. This approach provides a holistic view of the factors that influence health, whilst the inter-professional group working develops learners’ understanding of the value of other professions, and communication and team-working skills. Discussion and Conclusions Birley Place enables virtual SBE and innovative online learning and teaching. This allows learners to develop their understanding of realistic health and social care situations. As a teaching and learning tool, Birley Place assists blended learning via realistic case studies, encouraging group and independent study. The nature of the web-based design means that learners can access content whenever and wherever required, thus overcoming timetabling challenges. It offers an enriched experience, enabling learners to use their initiative, make decisions in a safe environment, and be accountable for the results of their actions. References Walia N, Zahedi FM, Jain H. Potential of virtual worlds for nursing care: lesso
与大队列相关的后勤限制为在卫生和社会保健教育中提供模拟教育(SBE)提供了障碍。Williams等人(2020)认为，虚拟模拟可以缓解这些限制，同时提供高质量的学习体验。Walia等人(2017)表明，在虚拟世界中有效的学习经验可以产生学习到现实世界医疗保健实践的积极转移。基于这一证据，并利用沉浸式SBE、持久虚拟世界和体验式学习理论的概念，我们开发了一个基于网络的虚拟社区，以促进现实的、以人为本的健康和社会保健教育的提供。Birley Place虚拟社区由一个包含三个不同街区的虚拟地图组成。每个社区都包括家庭、学校、企业、保健和社会保健服务以及休闲设施。服务、住房和“居住”在每个社区的人物都以我们机构所在城市的三个区域为模型，使用现有的社会经济、健康和生活方式数据。通过学习活动，包括文本、音频和视频案例研究，以及交互式内容和嵌入决策的场景，角色被“赋予生命”。在线课程和小组作业之后是汇报，以鼓励学习者反思、概念化和实验;通过经验促进知识的转移。作为一个范例，我们利用Birley Place促进了一项侧重于了解卫生不平等影响的大规模公众健康研究项目的实施。在跨专业小组中，学习者可以访问每个社区的统计数据，并“认识”生活在那里的人物。利用这些信息，学习者建立一个社区概况，并制定一个跨专业战略，以解决影响特定社区的健康或社会保健问题。这种方法为影响健康的因素提供了一个整体的观点，而跨专业小组工作则培养了学习者对其他专业价值的理解，以及沟通和团队合作技能。Birley Place实现了虚拟SBE和创新的在线学习与教学。这使学习者能够发展他们对现实健康和社会护理情况的理解。作为教学和学习的工具，Birley Place通过现实案例研究帮助混合式学习，鼓励小组和独立学习。基于网络设计的本质意味着学习者可以随时随地访问所需的内容，从而克服了时间表的挑战。它提供了丰富的经验，使学习者能够发挥他们的主动性，在安全的环境中做出决定，并对他们行动的结果负责。Walia N, Zahedi FM, Jain H.虚拟世界在护理中的潜力:经验教训和结果。Journal of Nursing; 2017;23(1)。Williams D, Stephen LA, Causton P.使用虚拟仿真进行跨专业能力教学:一项描述性探索性研究。护士教育今日2020;104535。
{"title":"PG113 ‘Birley place’: a virtual community for health and social care education","authors":"L. Greene, C. Hamshire, Eleanor Hannan, K. Jack, D. J. Wright","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.161","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.161","url":null,"abstract":"Introduction Logistical constraints associated with large cohorts provide barriers to the delivery of simulation-based education (SBE) in health and social care education. Williams et al. (2020) suggested that virtual simulation can alleviate these constraints whilst providing a quality learning experience. Walia et al. (2017) showed that effective learning experiences in virtual worlds can produce positive transfer of learning to real-world healthcare practice. Based on this evidence, and utilising the concepts of immersive SBE, persistent virtual worlds, and experiential learning theory, we developed a web-based virtual community to facilitate the delivery of realistic, person-centred health and social care education. Summary of the Educational Programme The Birley Place virtual community comprises a fictional map containing three distinct neighbourhoods. Each neighbourhood incorporates homes, schools, businesses, health and social care services and leisure facilities. Services, housing, and the characters who ‘live’ in each neighbourhood are modelled on three areas of the city in which our institution is based, using existent socio-economic, health and lifestyle data. Characters are ‘brought to life’ through learning activities involving text, audio, and video case studies, as well as interactive content and scenarios with embedded decision-making. Online sessions and group work are followed by debriefs to encourage learners to reflect, conceptualise, and experiment; facilitating the transfer of knowledge through experience. As an exemplar, we use Birley Place to facilitate the delivery of a large-scale IPE programme focused on understanding the impact of health inequalities. Working in inter-professional groups, learners access statistical data for each neighbourhood and ‘meet’ characters living there. Using this information, learners develop a community profile and produce an inter-professional strategy to address a health or social care issue affecting a specific neighbourhood. This approach provides a holistic view of the factors that influence health, whilst the inter-professional group working develops learners’ understanding of the value of other professions, and communication and team-working skills. Discussion and Conclusions Birley Place enables virtual SBE and innovative online learning and teaching. This allows learners to develop their understanding of realistic health and social care situations. As a teaching and learning tool, Birley Place assists blended learning via realistic case studies, encouraging group and independent study. The nature of the web-based design means that learners can access content whenever and wherever required, thus overcoming timetabling challenges. It offers an enriched experience, enabling learners to use their initiative, make decisions in a safe environment, and be accountable for the results of their actions. References Walia N, Zahedi FM, Jain H. Potential of virtual worlds for nursing care: lesso","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85411615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.78
Suzanne Rampton, Claire Tea, Kipela Miesi, C. Hamilton
Introduction The COVID-19 pandemic presented an opportunity in our undergraduate year1 nursing degree program to innovate. We redesigned a face-to-face OSCE into an E-consult OSCE involving simulated patients (SPs), scenarios and video conference communication, recreating a live meaningful simulation assessment. Our priority was to develop a virtual simulation assessment recreating the relational process of professional care. Students could actively demonstrate the phenomenologically important skills of active listening, empathy, bracketing, and engagement in dialogue in the patient lived-experience. Summary of Innovation The authors, students (150 in total), SP provider and SPs collaboratively crafted this innovation. A ‘People, Process and Tools’ approach (figure 1) to assist us with adapting to the change of space and engagement. For students and academics, marking had changed from paper (pre-COVID-19) to contemporaneous electronic google form marking. SPs, following a standardised scenario, provided the behavioural clues of illness in line with the A to E-assessment. Philosophical principles of relational existentialism were our underpinning concepts -what it means to be human– we believed this could be assessed virtually. Students were expected to use E-consult concepts, demonstrate the professional clinical ability to take a health history from an SP, conduct an A to E assessment and ‘connect’ with the SP (as advocates of ‘real’ patients). Summary of Results Over 4 days, we successfully conducted the E-consult OSCE (150 students). The academic team provided support to the students in both their educational programme preparing them for the assessments; and in examining. There was a similarity of in pass rate: 90% -online OSCE cohort and 82% -preCOVID-19 standard OSCE cohort. Feedback from students showed that they utilized and focused on underpinning knowledge whilst drawing on previous simulation learning to respond to the patient. Conducting an E-consult enhanced the student experience. Discussion Planning, organisation, consistency, and communication were key. The cohesive mutuality and trust of the team (academics, IT, SPs) alongside individual leadership held the process on track; ‘Adapt and overcome’ became our motto. The gestalt principles of collective ability and focus to achieve a goal in the face of the challenge were modelled. Areas to consider: Support systems infrastructure for mass virtual assessment Scenario specificity e.g. frequency/type of behavioural clues SP & staff fatigue References NHS Long term Plan ( 2019). https://www.longtermplan.nhs.uk/online-version/
{"title":"PG30 How to do a remote OSCE successfully: converting face to face simulation into a Virtual E-consult in the pandemic crisis","authors":"Suzanne Rampton, Claire Tea, Kipela Miesi, C. Hamilton","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.78","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.78","url":null,"abstract":"Introduction The COVID-19 pandemic presented an opportunity in our undergraduate year1 nursing degree program to innovate. We redesigned a face-to-face OSCE into an E-consult OSCE involving simulated patients (SPs), scenarios and video conference communication, recreating a live meaningful simulation assessment. Our priority was to develop a virtual simulation assessment recreating the relational process of professional care. Students could actively demonstrate the phenomenologically important skills of active listening, empathy, bracketing, and engagement in dialogue in the patient lived-experience. Summary of Innovation The authors, students (150 in total), SP provider and SPs collaboratively crafted this innovation. A ‘People, Process and Tools’ approach (figure 1) to assist us with adapting to the change of space and engagement. For students and academics, marking had changed from paper (pre-COVID-19) to contemporaneous electronic google form marking. SPs, following a standardised scenario, provided the behavioural clues of illness in line with the A to E-assessment. Philosophical principles of relational existentialism were our underpinning concepts -what it means to be human– we believed this could be assessed virtually. Students were expected to use E-consult concepts, demonstrate the professional clinical ability to take a health history from an SP, conduct an A to E assessment and ‘connect’ with the SP (as advocates of ‘real’ patients). Summary of Results Over 4 days, we successfully conducted the E-consult OSCE (150 students). The academic team provided support to the students in both their educational programme preparing them for the assessments; and in examining. There was a similarity of in pass rate: 90% -online OSCE cohort and 82% -preCOVID-19 standard OSCE cohort. Feedback from students showed that they utilized and focused on underpinning knowledge whilst drawing on previous simulation learning to respond to the patient. Conducting an E-consult enhanced the student experience. Discussion Planning, organisation, consistency, and communication were key. The cohesive mutuality and trust of the team (academics, IT, SPs) alongside individual leadership held the process on track; ‘Adapt and overcome’ became our motto. The gestalt principles of collective ability and focus to achieve a goal in the face of the challenge were modelled. Areas to consider: Support systems infrastructure for mass virtual assessment Scenario specificity e.g. frequency/type of behavioural clues SP & staff fatigue References NHS Long term Plan ( 2019). https://www.longtermplan.nhs.uk/online-version/","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79426536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.67
Anna Ludvigsen, Joshua Bachra, Julie Rastall, Gemmel Ayer, Kehinde Junaid
Background Simulation-based learning provides the opportunity for collaboration with those who have lived experience of mental illness, either first hand or as carers. There is, however, little research into whether training that has been created in this way is acceptable to trainee healthcare professionals. Summary of Work A simulation scenario was created by a group consisting of carers, psychiatrists, simulation faculty, psychiatric nurses, a dementia peer support worker, an involvement lead, involvement volunteers, a clinical educationalist and actors. A cohort of 123 fourth year medical students took part in simulation learning sessions. The session followed a facilitation model developed in-house specifically for psychiatry. The model is built on a social constructivist approach with an emphasis on problem based learning and interpersonal reflection.12 Results 111 of 123 participants completed feedback forms at the end of their session (85% fully completed, 5% partially completed). All but one agreed, or strongly agreed, that the simulation was helpful and relevant to their learning needs. A thematic analysis of free text responses to the questions ‘What was most helpful about the session?’ and ‘What was least helpful about the session?’ was carried out. The following themes emerged as being the most and least useful aspects of the experience: Most helpful: the facilitation format; the realism of the scenario and actors; feedback from actors; taking part in the simulation or observing others take part in the simulation. Least helpful: Reflective discussions; the fact that not everyone was able to participate in the simulation; lack of objective feedback on performance; the fact the session was not geared towards passing their OSCE’s. Discussion This format of simulation based learning was acceptable to all medical students who fully completed feedback forms (85% of total participants). All would recommend it to a colleague and 99% of respondents agreed or strongly agreed that it was helpful and relevant to their learning needs. A key aim of the programme was to ensure that the voice of carers was represented with authenticity, something that may not happen if actor’s roles are written without their involvement. Students commented positively on the realism of the scenario and the skill of the actors. Some explicitly stated that the actor’s feedback, based on a framework created by carers, was especially helpful and impactful. Recommendations Further analysis of how collaboration with carers affected the programme is required to better understand how their contribution impacted on the course. References Steffe LP, Gale J. Constructivism in Education, Hillsdale, NJ: Lawrence Erlbaum, 1995. p.53 Ludvigsen, A; Adaptation of a Debriefing Model; https://www.researchgate.net/publication/339104472_Adaptation_of_a_Debriefing_Model_for_Simulation_Based_Learning_in_Undergraduate_Older_Adult_Psychiatry_Teaching;
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