Telesimulation as a modality for neonatal resuscitation training

Mileder, Lukas P.; Bereiter, Michael; Wegscheider, Thomas

doi:10.1080/10872981.2021.1892017

Cited by 43 publications

(63 citation statements)

References 17 publications

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“…There are many innovative ways to integrate telecommunication and simulation. 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 ).…”

Section: Discussionmentioning

confidence: 99%

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

2021

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Background The coronavirus disease (COVID-19) pandemic has disrupted medical education for trainees of all levels. Although telesimulation was initially used to train in resource-limited environments, it may be a reasonable alternative for replicating authentic patient experiences for medical students during the COVID-19 pandemic. It is unclear whether a more passive approach through telesimulation training is as effective as traditional in-person simulation training. Objective Our aim was to evaluate the effectiveness of in-person versus remote simulation training on learners’ comfort with managing critical care scenarios. Methods This was a prospective observational cohort study assessing the impact of an in-person versus remote simulation course on volunteer fourth-year medical students from February to April 2021 at the University of California San Diego School of Medicine. Precourse and postcourse surveys were performed anonymously using an online secure resource. Results In the in-person learners, there was statistically significant improvement in learner comfort across all technical, behavioral, and cognitive domains. In remote learners, there was a trend toward improvement in self-reported comfort across technical and cognitive domains in the telesimulation course. However, the only statistically significant improvement in postcourse surveys of telesimulation learners, compared with baseline, was in running codes. Regardless of the training modality, the students had a positive experience with the critical care simulation course, ranking it, on average, 9.6 out of 10 (9.9 in in-person simulation vs. 9.3 in telesimulation; P = 0.06). Conclusion We demonstrated that implementation of a telesimulation-based simulation course focusing on critical care cases is feasible and well received by trainees. Although a telesimulation-based simulation course may not be as effective for remote learners as active in-person participants, our study provided evidence that there was still a trend toward improving provider readiness across technical and cognitive domains when approaching critical care cases.

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Section: Discussionmentioning

confidence: 99%

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

2021

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“…The use of newer technology such as virtual reality, tele-simulation, and serious games is increasing and may play a useful part in training of health care providers particularly for distance learning [ 17 , 18 ]. Many examples have emerged during the COVID-19 pandemic attesting to the versatility of simulation even when performed remotely [ 19 ].…”

Section: Simulation-based Training and Educationmentioning

confidence: 99%

Simulation in neonatal care: towards a change in traditional training?

2022

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Simulation has traditionally been used in neonatal medicine for educational purposes which include training of novice learners, maintaining competency of health care providers, and training of multidisciplinary teams to handle crisis situations such as neonatal resuscitation. Current guidelines recommend the use of simulation as an education tool in neonatal practice. The place of simulation-based education has gradually expanded, including in limited resource settings, and is starting to show its impact on improving patient outcomes on a global basis. Over the past years, simulation has become a cornerstone in clinical settings with the goal of establishing high quality, safe, reliable systems. The aim of this review is to describe neonatal simulation training as an effective tool to improve quality of care and patient outcomes, and to encourage the use of simulation-based training in the neonatal intensive care unit (NICU) for not only education, but equally for team building, risk management and quality improvement. Conclusion : Simulation is a promising tool to improve patient safety, team performance, and ultimately patient outcomes, but scarcity of data on clinically relevant outcomes makes it difficult to estimate its real impact. The integration of simulation into the clinical reality with a goal of establishing high quality, safe, reliable, and robust systems to improve patient safety and patient outcomes in neonatology must be a priority. What is Known: • Simulation-based education has traditionally focused on procedural and technical skills. • Simulation-based training is effective in teaching non-technical skills such as communication, leadership, and teamwork, and is recommended in neonatal resuscitation . What is New: • There is emerging evidence for the impact of simulation-based training on patient outcomes in neonatal care, but data on clinically relevant outcomes are scarce. • Simulation is a promising tool for establishing high quality, safe, reliable, and robust systems to improve patient safety and patient outcomes.

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“…Therefore, digital platforms could reinforce training in LMIC and should be a future initiative for training in rural provinces ( 20 ). Simulation by remote facilitation or telesimulation has been shown to be feasible for neonatal resuscitation training and is associated with significant improvements in knowledge and performance ( 21 , 22 ). It offers an effective alternative to conventional training in neonatal resuscitation among healthcare providers especially in those who are working in the remote areas ( 23 ).…”

Section: Discussionmentioning

confidence: 99%

Effect of Training Healthcare Providers in Helping Babies Breathe Program on Neonatal Mortality Rates

Mayer

Xhinti²,

Mashao³

et al. 2022

Front. Pediatr.

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BackgroundTraining in the Helping Babies Breathe (HBB) Program has been associated with a reduction in early neonatal mortality rate (ENMR), the neonatal mortality rate (NMR), and fresh stillbirth rate (FSBR) in low- and middle-income countries (LMICs). This program was implemented in five different healthcare facilities in the Oliver Reginald Tambo (ORT) District, South Africa from September 2015 to December 2020.ObjectiveTo determine and compare the FSBR, ENMR, and NMR between 2015 before initiation of the program (baseline) and subsequent years up to 2020 following the implementation of facility-based training of HBB in five hospitals in ORT District.MethodsRecords of perinatal statistics from January 2015 to December 2020 were reviewed to calculate FSBR, ENMR, and NMR. Data were collected from the five healthcare facilities which included two district hospitals (Hospital A&B), two regional hospitals (Hospital C&D), and one tertiary hospital (Hospital E). Comparisons were made between pre- (2015) and post- (2016–2020) HBB implementation periods. Differences in changes over time were also assessed using linear regression analysis.ResultsThere were 19,275 births in 2015, increasing to 22,192 in 2020 with the majority (55.3%) of births occurring in regional hospitals. There were significant reductions in ENMR (OR−0.78, 95% CI 0.70–0.87) and NMR (OR−0.81, 95% CI 0.73–0.90), but not in FSBR, in the five hospitals combined when comparing the two time periods. Significant reduction was also noted in trends over time in ENMR (r2 = 0.45, p = 0.001) and NMR (r2 = 0.23, p = 0.026), but not in FSBR (r2 = 0.0, p = 0.984) with all hospitals combined. In looking at individual hospitals, Hospital A (r2 = 0.61, p < 0.001) and Hospital E (r2 = 0.19, p = 0.048) showed a significant reduction in ENMR over time, but there were no significant changes in all mortality rates for Hospitals B, C, and D, and for the district or regional hospitals combined.ConclusionThere was an overall reduction of 22% and 19% in ENMR and NMR, respectively, from pre- to post-HBB implementation periods, although there were variations from year to year over the 5-year period and, across hospitals. These differences suggest that there were other factors that affected the perinatal/neonatal outcomes in the hospital sites in addition to the implementation of training in HBB.

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Telesimulation as a modality for neonatal resuscitation training

Cited by 43 publications

References 17 publications

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

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

Simulation in neonatal care: towards a change in traditional training?

Effect of Training Healthcare Providers in Helping Babies Breathe Program on Neonatal Mortality Rates

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