Adapting to the need of the hour: Communication skills simulation session using an online platform during COVID-19

Abstract

This article was migrated. The article was not marked as recommended. Background: As Covid-19 continues to spread around the world and disrupt lives, universities around the globe are impacted extensively. Training sessions conducted at simulation centers needed an alternative approach to adapt to the gravity of the situation hence, the simulation centre team piloted a communication skills training session using Microsoft Teams. Objectives: The objectives of the pilot session were to develop a plan for training on communication skills remotely, identify an online platform, pilot an online communication skills session using the identified platform and evaluate the effectiveness of the process. Approach: Communication skills training session for 2 groups of students involving facilitators and simulated patients were conducted simultaneously using sub channels on Microsoft Teams. Outcomes: The sessions followed a predefined structure and were completed as planned. It was discovered that remote simulation-based communication skills training facilitated through online platform is both feasible and effective. The findings suggest that remote simulation sessions can provide an effective educational environment.

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

“…Same teaching approaches, online. (Gaber et al 2020), simulation sessions (Torres et al 2020), and clinical skills sessions (Khan 2020;Parisi et al 2020;Sudhir et al 2020). The authors of studies that utilized synchronous learning formats often talked about the importance of learner engagement.…”

“…Positive aspects of remote learning highlighted by authors included enhanced effectiveness, flexibility, efficiency, engagement, communication and community (Almarzooq et al 2020;Blake et al 2020;Durrani 2020;Keegan et al 2020;Rose et al 2020). Videoconferencing tools were generally noted to be easy for facilitators and students to use in a personalized and intuitive manner due to their user-friendly interfaces (Sudhir et al 2020), however, some encountered challenges with novel technologies and struggled with issues related to WiFi access and bandwidth (Chick et al 2020). A few papers did discuss problems and challenges that could prove helpful to groups attempting to build on these experiences: faculty and learners need to be oriented to video-conferencing platforms (e.g.…”

“…A few papers did discuss problems and challenges that could prove helpful to groups attempting to build on these experiences: faculty and learners need to be oriented to video-conferencing platforms (e.g. mute microphones in large group but not small group meetings, utilize the chat or hand raising function to speak or participate); restructuring is time intensive and requires communication, teamwork and the collective support of all members of the staff (Veasuvalingam and Goodson 2020); not all simulations can be replaced virtually or online, so pre-briefing and preparation are critical to success (Sudhir et al 2020); remote platforms may support technical skill development, but they may not support nonverbal communication or physical exam skill development (Eltayar et al 2020;Hannon et al 2020).…”

Impact of the COVID-19 pandemic: The perceptions of health professions educators [Version 2]

“…Placements were cancelled or deferred, except in some cases for more senior students, so innovation became essential. One interesting innovation is the use of simulated patients for communication skills teaching via live streaming (Sudhir et al, 2020). Virtual reality methods, where technology was available, were thought to be a potential growth area as part of a broader vision to extend the use of technology in medical education (Goh and Sandars, 2020:2).…”

Impact of COVID-19 Pandemic on Medical Education: Challenges and Opportunities for Medical educators in South Asia

“…Schools have tried to move the clinical and communication skills learning online using standardized patients and facilitators. 15 At the National University of Singapore, elective rotations were replaced with non-clinical options with an initial two weeks of e-lectures followed by project work. 16 Proprietary virtual patient education software is also available to students and preceptors.…”