Clinical simulation strategies for knowledge integration relating to initial critical recognition and management of COVID-19 for use within continuing education and health-related academia in Brazil: a descriptive study

Abstract

The current global pandemic of coronavirus disease (COVID-19) has forced medical trainees throughout the world to suspend their clinical training and transition largely to online lectures. Through removing trainees from clinical settings, medical program managers hope to reduce the risk of person-to-person spread of infection. 1 Clinical simulation has the objective of replicating scenarios that are as close as possible to reality, in order to train healthcare professionals in diverse clinical situations that demand clinical thinking, as well as simultaneous attitudinal and procedural abilities. 2 Simulation-based medical education (SBME) is a tool within medical training that has quickly expanded in use over recent years and has enabled great advances. In particular, it has been lauded for its improvement of medical education, coupled with cost savings and protection of patients. 3 Diverse simulated strategies can be used, depending on the expertise level of participants and the central objective at hand, as well as the availability of resources and specialists in the method and topic to be developed. 2 Situations requiring extreme care, rare clinical cases and situations requiring emergency training are benefited through simulation strategies. These strategies take into consideration the

Health Care Simulation as a Training Tool for Epidemic Management

“…The study characteristics are presented in the Table 1. Most of the studies on simulation-based training were developed in response to SARS-CoV-2 (n = 117, 79.1%) 6–8,16–128 . Eighteen were motivated by Ebola outbreaks (12.2%), 129–146 7 by influenza (4.7%), 147–153 3 by MERS (2%), 154–156 and 3 by pandemics in general (2%) 157–159 …”

Panorama brasileiro da formação de enfermeiros durante a pandemia da COVID-19

“…síncrona, via plataformas digitais, com o docente no laboratório e o estudante em sua casa. Neste ponto, torna-se a salientar a rapidez com que as tecnologias digitais foram adotadas e serviram de suporte para a continuidade da educação, possibilitando o ensino da área da saúde, como o relato do ensino da anamnese, assistido por tecnologias digitais (24) , e de um programa de treinamento baseado em simulação clínica para hospitais brasileiros ou instituições acadêmicas, no momento da pandemia (25) .…”

Brazilian overview of nurses’ training during the COVID-19 pandemic

“…It is interesting to see how the practical laboratory classes were reorganized, for which it was mentioned since their non-occurrence, replacement by theoretical classes, and the occurrence in a synchronous way, via digital platforms, with the teacher in the laboratory and the student at his home. At this point, it is highlighted how quickly digital technologies were adopted and served as a support for the continuity of education, enabling teaching in the health area, such as the report of teaching anamnesis, assisted by digital technologies ( 24 ) , and a training program based on clinical simulation for Brazilian hospitals or academic institutions, at the time of the pandemic ( 25 ) .…”