Use of simulation to teach in the operating room – Don't let the COVID-19 pandemic interrupt education:an observational clinical trial

Abstract

Background Simulation-based education has become the most important part of resident training in anesthesiology, especially during the pandemic. It allows learning the skills and the management of different situations without putting residents in risk of contamination, considering COVID-19 is highly contagious. The hypothesis was that simulation is still associated with improvement of knowledge acquisitions despite the context of the COVID-19 pandemic. Methods Residents of anesthesiology and intensive care subjected to an anaphylaxis simulation scenario. Their knowledge levels were assessed by true/false questions before and one month after the simulation session. The STAI test was used to measure anxiety levels before and after the scenario. Data were analyzed statistically using Wilcoxon and Mc Nemar tests. Results Junior residents (< 2 years) received significantly higher scores in post-training theoretical tests compared to their pre-training scores (79.2 ± 9.6, 84.5 ± 8.2, p = 0.002, n = 21). There was no difference between pre and post-test scores of seniors (80.2 ± 9, 81.8 ± 10.4, p = 0.3). Pre- and post-anxiety inventory scores were nearly the same and both were in the moderate group (39.8 ± 10.1, 39.3 ± 12.1, p = 0.8). Conclusion Simulation-based education improved the knowledge levels of the residents without raising anxiety levels. Thus, simulation-based training showed its value as an important tool of education during the pandemic, which needs to be further popularized for training at all institutions. Enlightening medical educators about this accomplished teaching method may lead to improved quality of medical education in developing countries and reshape how tomorrow's doctors are trained during pandemics.

Simulations as a mode of clinical training in healthcare professions: A scoping review to guide planning in speech-language pathology and audiology during the COVID-19 pandemic and beyond

“…Additionally, studies by Zarifsanaiey et al ( 2016 ), Offiah et al ( 2019 ) and Korayem et al ( 2020 ), as well as those incorporated in McGaghie et al’s ( 2011 ) review, have shown that when face-to-face simulations are supplemented or integrated with other teaching or clinical training methods, pharmacy, medical and nursing students’ knowledge and clinical task skills and retention thereof is further enhanced. Furthermore, to allow for the continuation of clinical training of HCPs in the COVID-19 era, some programmes, like anaesthesiology programmes, implemented face-to-face simulations as a mode of clinical training (Büyük et al, 2021 ).…”

“…One way to enhance medical and nursing students' skill retention is for them to repeat the simulation activities (Eide et al, 2020;Offiah et al, 2019). Additionally, studies by Zarifsanaiey et al (2016), Offiah et al (2019) and Korayem et al (2020) (Büyük et al, 2021).…”

Perioperative crisis resource management simulation training in anaesthesia

“…This approach mitigated the risk of patient exposure for trainees and provided a secure learning environment. [ 47 ]…”

Two years of the COVID-19 pandemic: an anesthesiology perspective

“…For all the reasons above, in this issue of the Brazilian Journal of Anesthesiology , we invite readers to access several interesting studies providing new insights into the role of the anesthesiologist in the COVID-19 pandemic. 14 , 15 , 16 , 17 , 18 , 19 , 20 These studies have addressed a myriad of COVID-19-related topics, including the risk for environmental exposure to the SARS-CoV-2, potential protective measures to reduce contamination during airway management, mental health of healthcare providers and education concerns during the pandemic, a new technique for percutaneous tracheostomy in COVID-19 patients, and potential benefits of early awake prone positioning in patients displaying COVID-19-related ARDS.…”