Online interprofessional simulation for undergraduate health professional students during the COVID-19 pandemic

Abstract

This report describes the Obstetric and Neonatal Simulation (ONE-Sim) workshop run in a remote learning format for medical and midwifery students in an interprofessional setting during the COVID-19 pandemic. It explores the observation of students as participants in the online learning of using Personal Protective Equipment and simulation-based learning of perinatal emergency management. This was followed by their mutual interaction and reflections. This paper aims to understand the role of synchronous remote learning through simulation and its impact on interprofessional interactions. We describe the experience of medical and midwifery students with the ONE-Sim workshop, facilitated by medical (obstetric and neonatal) and midwifery educators. Formal thematic analysis will be performed as part of the ongoing study; however, initial direct observation demonstrated that students reacted positively to the online ONE-Sim workshop and engaged well with facilitators and peers. Students mutually interacted amongst themselves, shared their previous experiences, knowledge of roles as medical and midwifery practitioners and how they see themselves in those roles in a perinatal emergency setting. The initial observations demonstrate that interprofessional education delivered in an e-learning format can be useful and meaningful, and may be utilized across a number of specialties.

Comparison of In-Person and Telesimulation for Critical Care Training during the COVID-19 Pandemic

“…The implementation of telesimulation can be quite varied and include 1 ) a remote facilitator and in-person learners with high-fidelity models ( 9 , 12 ); 2 ) an in-person facilitator with high-fidelity models and remote learners ( 11 , 19 ); 3 ) a remote facilitator, remote learners, and remote standardized patients ( 13 ); 4 ) a remote facilitator and remote learners with low-fidelity models ( 6 , 8 , 20 , 21 ); and 5 ) virtual reality simulations ( 22 ). Furthermore, telesimulation can be active, with the progression of the case from actions directed by remote learners ( 9 , 11 – 13 , 19 ), or passive, with the progression led by in-person learners and discussion of interventions by remote learners ( 10 , 14 ). We focused on this passive approach, as it allows for some in-person learners to actively participate and also has the ability to accommodate a large number of remote learners.…”

Google Glass-Supported Cooperative Training for Health Professionals: A Case Study Based on Using Remote Desktop Virtual Support

“…In the high-risk and time-restraint environments of hospitals, especially in emergency units, effective communication is key to quality care. 29 Further considerations for developing guidelines for digital interprofessional interactions are needed. For example, simple pointing and capture of a patient would suffice for most cases, whereas assessing a patient’s moan is rarely required.…”

Ser estudante de enfermagem em tempos de COVID-19

“…A recomendação de um participante foi a de que as instituições de ensino desenvolvam formação nesse âmbito. Mesmo após o término desta pandemia, recomenda-se a criação de espaços de debate/discussão de planos de contingência e debate com base em estudos de caso sobre a COVID-19 nos currículos de enfermagem 25 , aproveitando as potencialidades da prática simulada de alta fidelidade para o efeito 26 .…”