Effective virtual patient simulators for medical communication training: A systematic review

Lee, Ji‐Hyun; Kim, Hyungsin; Kim, Kwan Hoon; Jung, Da-Eun; Jowsey, Tanisha; Webster, Craig

doi:10.1111/medu.14152

Cited by 78 publications

(79 citation statements)

References 40 publications

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“…Although the students in our study felt that the clinical teachers were available for them—for example, to discuss clinical cases and teach procedural knowledge online—such online platforms may be inadequate for providing real human interactions and empathy development. 34 …”

Section: Discussionmentioning

confidence: 99%

Exploring medical students’ professional identity formation through written reflections during the COVID-19 pandemic

Findyartini

Anggraeni

Husin

et al. 2020

J Public Health Res

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Background Disruptions due to the COVID-19 pandemic have forced medical schools around the world to adapt. Major changes in curriculum delivery during the pandemic have impacted medical students’ professional development. We assess undergraduate medical students’ adaptations and Professional Identity Formation (PIF) by exploring their written reflections. Methods This phenomenology study analyzes undergraduate medical students’ written reflections. We perform a thematic analysis to identify emerging themes. Results We purposively selected 80 written reflections, considering the students’ year of study, gender, GPA, and education stage (preclinical or clinical). Three themes emerged: students’ adaptation processes and coping strategies in facing the pandemic; their adaptation processes for learning; and their perceived roles as medical students during the pandemic. Conclusions Adaptive coping mechanisms were implemented by medical students in this study. The socialization processes that promote professional identity formation may change due to the tremendous disruption wrought by the pandemic; this has prompted our investigation of students’ roles and various ways of interacting with role models. We highlight the importance of the medical school supporting students’ adaptations and professional identity formation during this pandemic.

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Section: Discussionmentioning

confidence: 99%

Exploring medical students’ professional identity formation through written reflections during the COVID-19 pandemic

Findyartini

Anggraeni

Husin

et al. 2020

J Public Health Res

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“…The role of telematics and virtual simulations have been already demonstrated throughout the years as effective educational methods for both technical and non-technical skills in various educational settings. [19][20][21] The present study shows that during the pandemic SCs took advantage of these technologies to create new ways to deliver health education while promoting safety. This is consistent with other studies that reported how these educational methods were efficient and effective during the early phases of the COVID-19 emergency.…”

Section: Discussionmentioning

confidence: 68%

“…The interviews were conducted on 11-15 September. A second email was sent to non-respondents and they were recontacted by phone in the following 2 weeks (16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28). The telephone interview method was preferred to assist the respondents in understanding the questions and to reduce interviewees' tendency to satisfice and give top-of-the-head answers.…”

Section: Study Design and Populationmentioning

confidence: 99%

Role of health simulation centres in the COVID-19 pandemic response in Italy: a national study

Ingrassia

Ferrari

Paganini

et al. 2021

BMJ Simul Technol Enhanc Learn

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IntroductionThe COVID-19 pandemic has dramatically affected the Italian health systems and drastically impacted healthcare workers’ daily routine and training. Simulation is an efficient tool to provide medical education, especially in the case of incoming public health emergencies. This study investigated the role and activities of Italian simulation centres (SCs) during the acute phase of the COVID-19 pandemic.MethodsThe population was identified through a web search. The directors of Italian SCs were contacted via email and then enrolled. A structured interview was created, internally validated and administrated by phone to participants.ResultsFollowing the government’s ordinance, 37 (88.37%) SCs had to be closed to the public. Twenty (46.51%) SCs organised in situ simulation while 7 (16.28%) of them organised simulation inside the centre. Twenty-three (53.49%) SCs resorted to telematic modalities to provide training about COVID-19 and 21 (48.84%) of them for other training. Up to date, 13 SCs are still closed to the public.ConclusionsItaly has been severely hit by COVID-19, with differences between the regions. Almost all the SCs were closed, with only a few delivering training. The SCs took advantage of emergent technologies to create new ways to train people safely. Unfortunately, nearly one-fourth of Italian SCs have not reopened yet. The evolution of the COVID-19 epidemic calls for reconsideration about training activities including adequate safety measures implemented for all individuals involved.

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“…Whilst simulation scenarios are widely accepted by medical students [20], many prefer real-patient contact [21], particularly to contextualize learning [22] -a preference that was supported here. Moreover, both GP trainee and students valued the Zoom debrief calls, which encapsulated the higher aims of Bloom's taxonomy of learning.…”

Section: Comparison With Existing Literaturementioning

confidence: 61%

Medical student support for vulnerable patients during COVID-19 – a convergent mixed-methods study

et al. 2020

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Background The coronavirus pandemic has exerted significant impacts on primary care, causing rapid digital transformation, exacerbating social isolation, and disrupting medical student and General Practice [GP] trainee education. Here we report on a medical student telephone initiative set-up by a final year GP trainee (the equivalent of a family medicine resident), which aimed to support patients at high risk and vulnerable to the Coronavirus Disease of 2019 [Covid-19]. In addition, it was hoped the project would mitigate a digital divide, enable proactive anticipatory planning, and provide an active learning environment to compensate for the pandemic’s impact on medical education. Methods Thirty-three medical students conducted daily telephone conversations with high risk and vulnerable patients as specified by the initial NHSE published lists. They confirmed public health messages, offered details for voluntary support groups, established need for medication delivery, explored levels of digital connectivity, and prompted discussions around end-of-life choices. Students had access to online reflective resources and daily remote debriefing sessions with the GP trainee. A convergent mixed-methods evaluation was subsequently undertaken, using quantitative process and descriptive data and individual qualitative interviews were conducted according to a maximal variation sampling strategy with students, General Practitioners [GPs], and the GP trainee. Inductive thematic analysis was then applied with cross-validation, respondent validation, and rich evidential illustration aiding integrity. Results Ninety-seven ‘high risk’ and 781 ‘vulnerable’ calls were made. Individuals were generally aware of public heath information, but some struggled to interpret and apply it within their own lives. Therefore respondents felt students provided additional practical and psychological benefits, particularly with regard to strengthening the links with the community voluntary groups. The project was widely liked by students who reported high levels of skill development and widened awareness, particularly valuing the active learning environment and reflective feedback sessions. Conclusion This study demonstrates utilization of medical students as wider assets within the primary health care team, with an initiative that enables support for vulnerable patients whilst promoting active medical education. Ongoing integration of students within ‘normal’ primary health care roles, such as chronic disease or mental health reviews, could provide similar opportunities for supported active and reflective learning.

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Effective virtual patient simulators for medical communication training: A systematic review

Cited by 78 publications

References 40 publications

Exploring medical students’ professional identity formation through written reflections during the COVID-19 pandemic

Exploring medical students’ professional identity formation through written reflections during the COVID-19 pandemic

Role of health simulation centres in the COVID-19 pandemic response in Italy: a national study

Medical student support for vulnerable patients during COVID-19 – a convergent mixed-methods study

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