Understanding Learners’ Experiences of Simulated Person Methodology in an Athletic Therapy Program

Peisachovich, Eva; Silva, Celina Da; May, Natasha; Boni, Michael; Zaki-Azat, Justeena; Gurevich-Gal, Raya; Hynes, Loriann M.

doi:10.7759/cureus.7194

Cited by 3 publications

(3 citation statements)

References 22 publications

(34 reference statements)

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“…Simulation-training methodology -broadly, a technique that attempts to recreate characteristics of the real world -is one suggested strategy for enhancing critical-thinking, decision-making, problem-solving, and crisis-management skills [1,2]. Its learner-centred, experiential-education approach allows educators to create a meaningful environment for active and interactive learning by introducing realistic scenarios to meet learning objectives [3][4][5][6]. These scenarios provide a bridge between theory and practice, as students gain practical experience, immediate feedback, the opportunity to enhance the integration of theory and practice through debriefing and guided reflection, and the ability to apply knowledge and skills in a safe environment [1,2].…”

Section: Introductionmentioning

confidence: 99%

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Peisachovich¹,

Silva²,

Penhearow³

et al. 2020

Cureus

Self Cite

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The COVID-19 pandemic has dramatically changed how education is delivered worldwide. The resultant rise of e-learning, whereby teaching is undertaken remotely and on digital platforms, has extensively impacted universities and other higher education organizations around the world. One approach to support this change in education delivery is the use of virtual simulation approaches. Our team at SimXSpace has piloted a virtual workshop using Zoom, an online video-conferencing platform, and virtual simulated persons (SPs) to support communication and interpersonal skills among learners. The main objective of the pilot virtual workshop was to develop and implement the SP methodology remotely via the Zoom platform (Zoom Video Communications, San Jose, California) and to evaluate its effectiveness as an immersive environment for simulation. The virtual workshop involved four instructors who intend to implement virtual SPs within their courses, two workshop facilitators, and two SPs. The workshop was conducted synchronously using Zoom features. The workshop followed a predefined structure and was completed as planned. Outcomes suggest that remote simulation delivery using virtual SPs and delivered online via Zoom is feasible and provides an effective environment in which to conduct SP methodology to teach communication and interpersonal skills. The findings suggest that remote simulation and virtual SPs can support experiential education and provide an effective and engaging learning environment. The virtual workshop was successful and laid a foundation for future online training programs for the use of SP methodology. Moreover, it formed an effective outline for subsequent iterations of this virtual training workshop and prompted discussion of plans for future workshops with various programs across a pan-university context.

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Section: Introductionmentioning

confidence: 99%

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Peisachovich¹,

Silva²,

Penhearow³

et al. 2020

Cureus

Self Cite

View full text Add to dashboard Cite

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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: Discussionmentioning

confidence: 71%

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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“…Whilst simulation scenarios are widely accepted by medical students (18), many prefer real-patient contact (19), particularly to contextualize learning (20) -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: Strengths and Limitationsmentioning

confidence: 65%

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

Ladds

Hughes

Bowman

et al. 2020

Preprint

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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 Practitioner [GP] trainee education. Here we report on a medical student telephone initiative set-up by a GP trainee, 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:33 medical students conducted daily telephone conversations with high risk and vulnerable patients. 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, GPs, and the GP trainee. Inductive thematic analysis was then applied with cross-validation, respondent validation, and rich evidential illustration aiding integrity. Results:97 ‘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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Understanding Learners’ Experiences of Simulated Person Methodology in an Athletic Therapy Program

Cited by 3 publications

References 22 publications

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

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

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

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