Online-Synchronized Clinical Simulation: An efficient teaching-learning option for the COVID-19 pandemic time and beyond.

Abstract

Introduction: A powerful methodology for teaching, learning, and researching is clinical simulation, which has positioned itself in recent decades in health science education. However, due to the COVID-19 pandemic, social distancing has forced institutions to leave simulation centers and make use of new alternatives that allow the continuation of educational programs through virtual environments.Methods: We carried out a before-and-after design study that used online-synchronized clinical simulation (OSCSim) in three Latin American clinical simulation centers (Colombia, Ecuador, and Mexico). The educational intervention included briefing, COVID-19 simulated cases, and structured debriefing through a meeting platform. We assessed the participants' learning and performance in diagnosis, treatment, and nontechnical skills for the management of patients with COVID-19. Satisfaction and learning perception were measured. The debriefing quality was evaluated from the student's perspective.Results: We had 106 participants. 46.2% from Colombia, 31.1% from Mexico, and 22.6% from Ecuador. A total of 51.9% were men, and the median age was 23 years (IQR: 22-26). A total of 34.9% were fourth-year students of medicine, 38% were fifth-year students, and 21.7% were anesthesia residents. Fourteen OSCSim sessions were performed; cognitive engagement was 43.4%, mainly interactive. A relationship was found between cognitive engagement, learning, situational awareness, and realism in the simulation. The quality of debriefing was ranked high by the participants, and they also agreed with the OSCSim methodology.Conclusion: OSCSim is an active and social learning activity that enables training and improvement of nontechnical skills and declarative knowledge about COVID-19 management. Nevertheless, it needs to be complemented in the procedural aspect in simulation centers.

An online serious game improves aspects of clinical reasoning skills in dietetic students

“…Nevertheless, our ndings are in accordance with the notion that virtual learning environments are helpful pedagogical tools for scaffolded learning by building con dence and familiarisation with life-like situations 44 . In fact, online simulation has gained increased interest since the COVID-19 pandemic 45,46 , and online serious games are well placed as an attractive alternative that is less resources intensive in the long-term and more accessible for skill development in health care programs 47,48 .…”

Teleformación mediante simulación clínica con avatares humanos: raíces docentes y neurobiológicas

“…La simulación en línea (telesimulación) ha demostrado sus posibilidades reales para la formación clínica de participantes situados en una ubicación distante a los instructores y al propio centro de simulación, pudiendo desarrollar las habilidades cognitivas y de factor humano, sin embargo carece de realismo para el aprendizaje de las habilidades psicomotoras 1 .…”

“…El confinamiento provocado por la pandemia de enfermedad por coronavirus 2019 (COVID-19) ha obligado a las instituciones docentes y centros de simulación clínica a implementar la formación a distancia, pero esta tiene la limitación de que los objetivos de aprendizaje solo se pueden trabajar en el dominio cognitivo y de factor humano 1 .…”

Telesimulación en la formación en medicina perioperatoria desde la perspectiva colombiana

“…La evidencia empírica en este campo está en proceso de construcción, algunos trabajos con estudiantes de pregrado de medicina y residentes de anestesiología muestran mejoría en el dominio de conceptos relacionados a la atención segura de pacientes con COVID-19 y mejoría en el dominio de algunas habilidades no técnicas (comunicación, liderazgo, consciencia situacional), asimismo, satisfacción con la actividad simulada, percepción de aprendizaje y alta calidad del debriefing; no obstante, esta metodología también presenta limitaciones, como la dependencia de la calidad del internet, la dificultad de comunicación verbal simultánea por la saturación de los micrófonos, la imposibilidad de desarrollar habilidades motoras, a menos que el estudiante pueda tener acceso a un simulador, entrenar y recibir retroalimentación (sincrónica o asincrónica). [27][28][29]…”