Utility of Simulation via Instant Messaging – Birmingham Advance (Simba) in Medical Education during Covid-19 Pandemic

Abstract

Background Simulation via Instant Messaging - Birmingham Advance (SIMBA) aimed to improve clinicians’ confidence in managing various clinical scenarios during the COVID-19 pandemic. Methods Five SIMBA sessions were conducted between May and August 2020. Each session included simulation of scenarios and interactive discussion. Participants’ self-reported confidence, acceptance, and relevance of the simulated cases were measured. Results Significant improvement was observed in participants’ self-reported confidence (overall n = 204, p<0.001; adrenal n = 33, p<0.001; thyroid n = 37, p<0.001; pituitary n = 79, p<0.001; inflammatory bowel disease n = 17, p<0.001; acute medicine n = 38, p<0.001). Participants reported improvements in clinical competencies: patient care 52.0% (n = 106/204), professionalism 30.9% (n = 63/204), knowledge on patient management 84.8% (n = 173/204), systems-based practice 48.0% (n = 98/204), practice-based learning 69.6% (n = 142/204) and communication skills 25.5% (n = 52/204). Conclusion SIMBA is a novel pedagogical virtual simulation-based learning model that improves clinicians’ confidence in managing conditions across various specialties.

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

“…From the 92 published studies, VS was reported to be applied in the educational practice involving undergraduate medical students across 25 countries including the United States [26 studies ( 15 – 40 )], the United Kingdom [9 studies ( 41 – 49 )], Germany [7 studies ( 50 – 56 )], China [6 studies ( 10 , 57 – 61 )], Denmark [6 studies ( 62 – 67 )], France [4 studies ( 68 – 71 )], Japan [4 studies ( 72 – 75 )], Sweden [3 studies ( 76 – 78 )], Canada [3 studies ( 79 – 81 )], Netherlands [3 studies ( 82 – 84 )], Spain [3 studies ( 85 – 87 )], Australia [2 studies ( 88 , 89 )], Singapore [2 studies ( 90 , 91 )], Korea [2 studies ( 92 , 93 )], Finland [1 study ( 94 )], Italy [1 study ( 95 )], Ireland [1 study ( 96 )], Colombia [1 study ( 97 )], Pakistan [1 study ( 98 )], Thailand [1 study ( 99 )], Iran [1 study ( 100 )], Poland [1 study ( 101 )], Mexico [1 study ( 102 )], Norway [1 study ( 103 )], Saudi Arabia [1 study ( 104 )], and Switzerland [1 study ( 105 )]. The distribution of included studies among different continents was shown in Figure 1 .…”

“…In addition to the above learning contexts and practical aspects, the remaining 18 articles ( 15 , 21 , 24 , 27 , 40 , 41 , 43 , 54 , 73 , 77 , 83 , 87 , 89 , 95 , 100 , 102 , 103 , 105 ) reported the integration of VS into other case-based learning experiences in virtual patient-care settings. Despite the diversity of virtual patient systems and clinical scenarios, these studies generally showed that VS-integrated case-based learning as a feasible teaching approach ( 54 ) could result in students’ learning gains, retention of information, and transfer of knowledge to clinical application ( 89 , 95 , 100 , 102 ), help future physicians improve diagnostic accuracy thus enhance the clinical reasoning teaching ( 15 , 27 , 43 ), extend students’ preparedness level for their future clinical experiences ( 40 , 83 ), facilitate empathy ( 24 ), cultural competence ( 77 ) and comprehensive clinical skills such as communication-based skills ( 21 ), clinical decision-making skills ( 78 ) within undergraduate medical education, and improve students’ confidence in managing clinical scenarios ( 41 ), thus was highly received by students ( 89 , 95 , 105 ).…”

“…Especially during the COVID-19 pandemic, this pedagogical modality avoided training interruption and was highly valued ( 41 , 87 , 95 , 105 ). Due to risk of COVID-19 exposure and required social distancing, the students’ clinical placements, face-to-face teaching and practical/lab sessions have all been limited even canceled in the pandemic situations, and a sudden and complete disruption in medical education has occurred ( 15 , 16 , 106 , 110 ).…”

“…Due to risk of COVID-19 exposure and required social distancing, the students’ clinical placements, face-to-face teaching and practical/lab sessions have all been limited even canceled in the pandemic situations, and a sudden and complete disruption in medical education has occurred ( 15 , 16 , 106 , 110 ). The restrictions due to COVID-19 raise the need for innovative medical VS teaching methods, which provide educational contents in a learning environment where lecturers and students separated by space or time or both ( 41 ). However, the sudden outbreak of COVID-19 poses the difficulties in altering medical training modality during an extremely short period of time.…”

Developing a simulation-based learning model for acute medical education during COVID-19 pandemic with Simulation via Instant Messaging – Birmingham Advance (SIMBA)

“…SIMBA was initially conceptualised in July 2019 as a minimal-cost simulation-based programme delivered through WhatsApp, which has proved highly effective in improving learners’ self-reported confidence in managing endocrinology and diabetes cases 5. It has since branched into other specialties, including gastroenterology, hepatology and paediatrics, with plans to expand further 6. With the onset of the COVID-19 pandemic and the unprecedented disruptions to health professions education, we expanded SIMBA on an international scale as our response to the disruption to medical education and training in acute medicine.…”