Value of simulation as a means of evaluating learning on the management of patients with COVID19.

Introduction: Medical simulation is a crucial educational tool for training healthcare professionals, renowned for its effectiveness in learning. However, its application as an assessment tool remains uncommon.

Aim: To evaluate simulation as a tool for assessing training in the management of COVID-19 patients.

Methods: This descriptive cross-sectional study was conducted in June 2021 at the Department of Pediatrics, Sahloul University Hospital in Sousse, Tunisia. All medical and paramedical staff in the department underwent comprehensive training in the management of COVID-19 patients, including video training for donning and doffing protective equipment when in contact with infected patients. A simulation-based assessment of these procedures was carried out among the department staff having received this training.

Results: Our study included a total of 67 participants, comprising 28 medical staff (41.8%) and 39 paramedical staff (58.2%). During the assessment scenario, over 50% of participants successfully completed the main steps for both donning (8 out of 11 steps) and doffing procedures (10 out of 11 steps). However, there were instances of incorrect execution in some critical steps. In the doffing test, only 16.4% of participants performed the fitcheck correctly, with a notable difference between paramedical staff and medical staff (25.6% vs 3.6%, p=0.02). The practice of double gloving was observed in only 38.8% of cases, with higher adherence among physicians compared to paramedical staff (57.1% vs 25.6%, p=0.009). Regarding the doffing procedure, we observed that not all staff performed hydroalcoholic friction adequately. Similarly, only 22.4% of participants followed the recommended sequence of gestures, with a significantly higher compliance rate among doctors compared to paramedical staff (50% vs 2.6%, p<0.001).

Conclusions: Simulation is a swiftly expanding assessment tool. In our study, it helped reveal specific skill deficiencies that would have gone unnoticed in written or oral assessments.