Acceptability, technological feasibility and educational value of remotely facilitated simulation based training: A scoping review

Abstract

Although remote teaching and learning is not new to medical education, the Covid-19 pandemic has heightened its importance as a mode of education delivery. This scoping review aims to provide a narrative/iterative summary of the current literature in assessing the acceptability, educational value and technological feasibility of remotely facilitated (RF) simulation-based training (SBT) – ‘telesimulation’, for medical students and facilitators. The review was conducted using the method described by Arksey and O’Malley. A systematic process was followed to search multiple electronic databases supplemented with a general internet search to identify any relevant grey literature. The search strategy was developed in collaboration with medical students and educators familiar with SBT. Nine articles were identified as fitting the review inclusion criteria. The results indicated that RF SBT was positively viewed by participants but may not be viewed as equivalent to locally facilitated SBT. Participants of RF SBT felt confident to deal with common acute scenarios, believed it could expand their knowledge and skills and in turn would improve patient care in the clinical setting. Facilitators found RF SBT to be technologically feasible, promoting the acquisition of desired learning outcomes. Future research should assess the reaction to, and learning acquired during RF SBT, particularly, the perception and attitudes of facilitators. A clear research gap was identified in literature assessing the role of RF SBT in behavioural change and improved clinical care outcomes. Addresing these gaps will clarify the role of RF SBT in medical education.

A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

“…Several rapid and always-on-demand strategies, including just-in-time learning, performance analytics, virtual community of practice in society, interactivity with streaming videos, and investing in champions who educate via technology, can be used to hasten educator technology training [ 100 ]. In addition, future technology in clinical practice should be prioritized and investigated in medical and health professional education, such as telehealth as a typical practice to enable a better inclusion of technology [ 101 , 102 ]. These methods will familiarize educators with technology and help them swiftly adopt it as a normal and mainstream practice.…”

Comparative effectiveness of telesimulation versus standard simulation for pediatric Minimally Invasive Surgery (MIS) essential skills training

“…Educators play a crucial and special role in the delivery of telesimulation. Inferior remote facilitator interaction and debriefing would have a significant impact on the quality of a simulation-based educational activity [ 28 , 29 ].…”

Selected Abstracts from the 27th Annual Meeting of the Society in Europe for Simulation Applied to Medicine

“…Further, the group agreed that more research is needed on SBLA as a method (how to perform good SBLA) as well as research that assesses effects on patient outcomes and costeffivtiveness. Recent published reviews suggest that there is a lack of studies with robust research designs such as Randomized Controlled Trials, multicenter trials, and longitudinal trials (9)(10)(11), and is therefore also recommended by the workgroup. Table 1.…”

“…King's College London; 2 Hokkaido University Graduate School of Medicine; 3 Imperial College London; 4 First Affiliated Hospital of Guangzhou Medical University; 5 Icahn School of Medicine at Mount Sinai; 6 SLK Kliniken, University of Heidelberg; 7 Sismanoglio Hospital, National and Kapodistrian University of Athens; 8 Paracelsus Medical University; 9 Klinikum Sindelfingen-Böblingen, University of Tübingen; The authors are grateful to The Urology Foundation for funding this study.…”