BMJ Simulation & Technology Enhanced Learning最新文献

{"title":"PG72 An evaluation of the efficacy of a SAFMEDS intervention to train dermatology diagnostic skills in junior doctors","authors":"O. Mongan, O. Tummon, S. Lydon, Emily O’Dowd, Lyle Mc Vicker, P. Marren, D. Byrne","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.120","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.120","url":null,"abstract":"Introduction Upon qualifying, many physicians have inadequate exposure to dermatology and lack confidence in their dermatology skills(1,2). Accurate diagnosis of skin conditions requires clinical exposure over a long period of time. Precision teaching is an educational method used to develop fluency (defined as accuracy with speed). SAFMEDS (Say All Fast Minute Every Day Shuffled’) is a precision teaching technique that uses flashcards to develop fluency in the learner Method The aim of this study was to evaluate the impact of SAFMEDS as an adjunct to experiential learning and traditional dermatology teaching on the diagnostic skills of doctors in their first year after graduation from medical school. This study used a pragmatic between-groups randomised controlled trial design. Following consent, participants completed a baseline assessment followed by a one-hour dermatology lecture. They were then randomised to control group or intervention group. The intervention group received a pack of SAFMEDS flashcards with 68 images of 17 common dermatological conditions (image on the front and correct diagnosis on the back). Following training in the technique, they were asked to complete at least one SAFMEDS trial per day and document their results. On reaching fluency, (defined by expert performance as 26 correct answers with 0 or 1 incorrect per one minute) or the pre-determined end-of-study date, the intervention group participants completed a post-test. Control group participants also completed the post-test. The intervention group completed a retention test 6–8 weeks later. Results Of the 30 who consented to take part, 15 were randomised to the control group and 15 to the intervention group. Results showed a medium effect size with significantly greater improvement in scores of the intervention group (mean score at baseline: 49.9%, at post-test: 73.74%) as compared to the control group (mean score at baseline: 48.86%, at post-test: 55.43%). Performance of the intervention group persisted at the retention test. Discussion and Conclusion Test scores improved significantly in the intervention group and persisted for 6 weeks after the intervention stopped. SAFMEDS offers an effective, time-efficient and feasible adjunct to traditional dermatology teaching and may be particularly useful for postgraduates who have competing demands on their time. References Shah H, Pozo-Garcia L, & Koulouroudias M. ( 2015).:Dermatology – a compulsory part of the UK medical school curriculum?Medical Education Online;20(1):30212. Kelly A, Hennessy C, Ryan C. Unsatisfactory Level of Undergraduate Dermatology Education in Newly Qualified Irish Doctors. Ir Med J 2018;111(4):746.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79231870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PG102 Anaesthesiology trainee learning opportunities during the coronavirus pandemic","authors":"S. Corbett, C. Burlacu","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.150","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.150","url":null,"abstract":"Introduction This survey aimed to Establish the extent to which trainees feel the pandemic to date has disrupted their training. Identify what training and research opportunities have been available to trainees Identify if and how teaching has continued in anaesthesiology departments Methods A link to an online survey was sent out to anaesthetic trainees in the Republic of Ireland. 64 responses were received from a range of sites (Dublin based 59%) and with a range of experience. (SHO-42%, Registrar- 58%). This represented a 19% response rate among those enrolled in Specialist Anaesthesiology Training (SAT). Results 85% of respondents felt that they lost out on important training opportunities because of the pandemic, with 28% strongly agreeing. These opportunities included anaesthesiology exams (30%), other exams (17%), attending meetings (65%), presenting at meetings (33%), research (17%), attending mandatory courses (43%), and recommended courses (28%). 75% felt that they had the opportunity to take part in other training opportunities, with 37.5% somewhat agreeing that this was the case. These included participating in simulation (44%), designing and implementing simulation (21%), taking on mentorship roles (25%), protocol and guideline design (25%), and clinical research (19%). 58% of simulation training was in donning and doffing PPE, 50% was in airway management in ICU and 23% was in cardiac arrest management. The most helpful factors that trainees felt helped them in pursuing training were their relationships with consultants (79%), and other trainees (80%). 84% respondents said that the amount of teaching in their departments decreased during the pandemic, and that where it did departmental teaching took place via videoconferencing (70%), as did ICU teaching (30%), and simulation (33%). Discussion While negative effects of the pandemic on training opportunites is clear,1 2 trainees also felt they had training opportunities that they would not otherwise have. This is important because of the significant pressure we know that trainees feel to pursue non clinical activities.3 It is noteworthy that 44% respondents had access to on site simulation training. The importance of mentorship and relationships with colleagues and both consultant and trainee level is also clear. References Rose S. Medical Student Education in the Time of COVID-19. JAMA 2020 Jun 2;323(21):2131. Daodu O. COVID-19 – Considerations and Implications for Surgical Learners. Ann Surg 2020 Jul;272(1):e22–3. Introduction to CAT & CAI Training & Wellness Survey [Internet]. [cited 2020 Jun 28]. Available from: https://dv4.mediasite.com/mediasite/Play/264cae73b65742ad89b49577b79603a51d","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87275434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"O9 Intensive interprofessional ED team simulation for COVID-19 preparedness","authors":"M. Elsheikh, Catherine Holmes, A. Davies","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.9","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.9","url":null,"abstract":"Background The ‘LeedsEDSim’ team have run an embedded in-situ simulation (ISS) programme successfully for 6 years involving at least twice weekly interprofessional ISS in the Emergency Departments (ED). In March 2020, the COVID-19 pandemic meant there were multiple changes to clinical processes and guidelines, the physical layout of departments and patient flow through them. This caused heightened anxiety amongst all staff members and potential threats to patient safety. Most larger educational events and regional training had been cancelled due to predicted clinical demand and need for social distancing. ISS was already active and embedded as an educational tool for all professions in the ED for clinical as well as non-clinical skills and was therefore utilised as the central education strategy for the intensive programme. Summary of Work A mixture of interprofessional ISS (at least twice weekly) and short ISS group drills (up to six per day) were used with the aim of having all staff members take part in at least one over a period of 7 weeks. Faculty included clinical staff who were on the shop floor anyway, with the usual non -patient facing education staff and technicians avoiding clinical areas as per social distancing rules. This was all coordinated by the ED simulation fellow. Larger interprofessional simulations took place in the ‘cold’ resuscitation areas involving other teams such as intensive care and infectious diseases - these dealt with the full process and guidelines of managing unwell COVID-19 patients, including the complexity of COVID-19 cardiac arrest scenarios. The simulation drills were designed to teach specific, targeted aspects of cases - eg. management of initial stages of cardiac arrest outside the resuscitation room, advanced care decision making, and communication with relatives in difficult circumstances. All scenarios ran multiple times, maximising multiple individual staff member exposure. Results 167 participants gave feedback after their session(see figure 1). Discussion and Conclusion As well as educating staff(with great success as per figure 1), both simulation drills and the larger ISS allowed the new developing system to be tested, identifying and correcting problems such as: missing kit in certain areas; how to get staff to the correct place in a timely manner and the creation of a cardiac arrest standard operating procedure. ISS has been shown to be a valuable tool for education and improving patient safety when used in an intensive programme to deal with novel, rapidly evolving situations such as the COVID-19 pandemic.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84832407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PG10 Theme 2 – Technical personal; professional development, Innovations","authors":"Rachael Gupte Hilary Haines Stuart Binns, Hilary Gupte, Stuart Haines","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.59","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.59","url":null,"abstract":"Description/Justification/Clarification Seventy medical students, who had graduated early joined Leeds Teaching Hospitals as Interim Foundation Year Doctors during the 2020 Coronavirus pandemic. Introduction/Background To ensure the trainees received the best learning experience to equip them to effectively deliver care on the front line, their induction needed to provide essential clinical skills training, pastoral support and mandatory competency assessments. This required a new method of experimental educational delivery using a blended learning approach. Challenges Inducting trainees during a pandemic raised concerns on how to safely deliver education, Herbert et al1 highlights that implementing blended learning can prove difficult when restructuring education. The challenge was to blend a missed university term, essential induction information and assessing clinical skills in a reduced time-frame. Methods/Summary of Educational Programme/Project Description In 2013 Picciano advocated blending Technology Enhanced Learning with strong face-to-face delivery, and this was our agreed approach.2 A virtual platform was created via Padlet, which allowed traditional didactic delivery in a new virtual classroom, In parallel, a circuit of nine face-to-face clinical skills stations were set up by multidisciplinary clinical educators, combining clinical skills with pastoral support. Trainees engaged with senior staff at interactive question and answer sessions delivered through MS Teams, which provided insight into how video conferencing and other elements of TEL can be deployed for education and pastoral support, as evidenced by Lamba.3 Results/Outcome - table 1 Discussion/Conclusion and Recommendations Covid-19 forced a rapid rethink about how to deliver induction via blended learning. The Padlet link was well received and the face-to-face circuits were successful, ensuring a positive experience for learners whilst achieving learning outcomes. Feedback from trainees about on-line Q&A sessions was positive. However, there were clear disadvantages in not being able to see trainees on the screen. Asking questions using the chat function hampered the smooth flow. Recommendations are - Factor faculty fatigue into future plans – sessions were very intensive with fewer rest breaks for faculty. Consider using a different platform for video conferencing allowing faculty to see participants. Running virtual Q&A sessions with two faculty rather than one to maintain a better flow. References Herbert C, Velan GM, Pryor WM. A model for the use of blended learning in large group teaching sessions. British Medical Council Medical Education 2017;17:197. https://doi.org/10.1186/s12909-017-1057-2 Picciano AG, Durban CD, Graham CR. (2013). Blended Learning Research Perspectives. 1st Edition, Volume 2 Routledge. New York. Lamba P. Teleconferencing in medical education: a useful tool. Australasian Medical Journal 2011;4(8):422–447.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89619593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PP5 Simulation in the classroom – an anaphylaxis teaching package for children in senior school","authors":"Heidi Swinhoe, Harry Swinhoe","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.24","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.24","url":null,"abstract":"Background There have been several widely publicised cases of food related anaphylaxis in recent years, sadly with fatal outcomes. The incidence of allergies is on the increase,1 including in children who have allergies to commonly encountered triggers, such as dairy products and nuts. We decided to raise allergy awareness in school, amongst pupils and staff, by developing a rolling training programme including an interactive talk and simulation. Methods We produced a training package including a PowerPoint presentation with slides and videos specifically for classroom sized group teaching. The information was gathered from the Resuscitation council, the AllergyUK and after discussion with nursing and medical staff. Following presentation to the school health and safety officer and to a doctor, the training was rolled out during Personal, Social, Health Education (PSHE) lessons. Specific areas covered were: How to recognise anaphylaxis, how to call for help and knowledge of the treatment protocol in the community. This was followed by a clinical skills session with hands on familiarisation with several brands of donated dummy epinephrine auto-injectors, which pupils administered to each other. We consolidated the theoretical learning with a simulation session including recognition of anaphylaxis, calling for help, basic life support and the use of a dummy auto-injector. Results 180 year 7 pupils underwent the teaching and simulation throughout the school year, as part of the PHSE curriculum. Teachers were also present and refreshed their knowledge. Qualitative feedback was gathered, demonstrated universally enhanced knowledge and a large boost in confidence to assist or use the auto-injector if witnessing an anaphylactic reaction. The teaching staff also found this a very valuable refresher of knowledge and skills. Discussion and Conclusions In order to continue the education once we have left school, the package has been made available for future use. We suggest that to ensure retention of knowledge for participants, a regular refresher would be useful. The combination of classroom teaching with experiential learning through simulation is known to improve knowledge retention and aid comprehension.2 We postulate that the pupils’ improved knowledge and skills will equip them with confidence to act, if faced with a severe allergic reaction in the community in the future. Reference Tang MLK and Mullins RJ. Food allergy: is prevalence increasing?Intern Med J ( 2017):47;256–261. Bartsch C. ( 2017) Importance of a Hands-On Experience in the Elementary Classroom. https://classroom.synonym.com/importance-handson-experience-elementary-classroom-6701.html.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89743726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PP24 Use of remote simulation to develop undergraduate physiotherapy students’ skills in assessing the acutely ill patient","authors":"L. Evans, E. Douglas, F. Moffatt, Theresa C Harvey-Dunstan","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.43","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.43","url":null,"abstract":"Background Traditionally, final year undergraduate physiotherapy students participate in face-to-face simulation training. Building on clinical placement experience, this training aims to improve confidence when assessing and managing an acutely ill patient utilising the A-E assessment toolkit. However, some students were unable to complete their final placements, so may have had limited experience in the acute care setting. We were unable to deliver face-to-face simulation training due to the COVID-19 pandemic. Therefore, we adapted the training to be delivered remotely. Summary of Work We delivered remote simulation with 17 physiotherapy students. Groups of six students attended a 2 hour session where they completed simulations via MS-Teams. The students undertook two scenarios that required them to assess an acutely ill patient using the A-E toolkit, manage the situation to their ability and escalate to a MDT colleague. Live video streaming allowed students to view the simulation suite, manikin and vital signs monitoring. Faculty took the role of avatar to carry out assessment skills and treatment tasks as directed by the students. Following the simulation, the faculty led a debrief via MS-Teams. Clinical reasoning was explored and lessons learned for future practice were highlighted. Factors such as communication, teamwork and human factors were also discussed. Data was collected pre and post simulation. Students were asked to rate their self-reported confidence using a 5-point Likert Scale in relation to 11 statements. Students were also given the opportunity to give free text responses. Summary of Results Comparison of pre and post simulation data showed significant improvement in all areas of students’ self-reported confidence. This positive impact was most notable in relation to the students’ knowledge of their role in assessing the patient (+1.6 points), making management recommendations (+1.8 points) and initiating the management of an acutely ill patient (+1.8 points). Students’ free text responses identified themes of confidence with the application of the A-E toolkit, communication within the MDT and confidence in own decision making. Discussion and Conclusions The remote delivery of simulation when unable to deliver face-to-face simulation showed an increase in students’ self-reported confidence. Further follow up data is required to explore the potential for confidence decay. Recommendations Further work is needed to investigate if remote and face-to-face simulation gives comparable outcomes when both modes of simulation delivery are possible and students have had uninterrupted clinical education.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72992240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"O7 Simulation@Distance – Exploring Remote Alternatives to Traditional Clinical Simulation Training","authors":"E. Gumble, E. Broughton","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.7","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.7","url":null,"abstract":"Introduction The social distancing guidelines brought about in response to the COVID-19 pandemic made the normal operation of a simulation centre with limited floor space impossible. To continue providing training to a greater number of candidates, some methods for recreating the simulation experience with remote candidates were devised and explored. Methods Proposal A: Conversational avatar over Zoom. Through use of OBS Studio streaming software, our pre-existing conversational avatar is presented on a Zoom call for remotely-connected candidates to interact with for conversational simulation. Proposal B: Gameplay style scenarios on CenarioVR shared with candidates. Candidates (alone or in groups, with or without supervision) navigate a clinical room environment with buttons and menus to undertake a scenario, with the system keeping track of events to progress the scenario along. Proposal C: Remote In-Ear (RIE) coaching. Through use of a wireless earbud, candidates communicate remotely with centre staff (‘operatives’) who follow the instructions given to them by candidates watching a live Zoom feed of the room. 3 ways of achieving this were explored: C1: Candidates remotely watch a feed of the simulation room while connected to an operative by an audio call. C2: Candidates message their target operative on Zoom and text-to-speech software reads these messages to the operatives. C3: Zoom breakout rooms/separate WhatsApp video calls connect candidates to target operatives, where candidates see from the operative’s perspective through a head-mounted camera. Proposal D: Virtual environments D1: Candidates meet in a private World within VRChat for scenarios. D2: Candidates meet in the Minecraft server containing a pre-existing replica of the hospital for scenarios. Results Proposals were scored 0–40 for viability, summed from 0–10 scores in 4 categories: Team Interactivity, Fidelity, Range of Scenarios and Ease of Implementation. These scores are shown in Simulation@Distance table 1. Discussion and Conclusions So far, the options judged to be most viable have been trialled. The avatar’s use over Zoom proved to be easy to set up and once we find suitable faculty to run it, courses will be arranged and advertised. RIE coaching has had trial sessions, with operatives initially reporting inefficiencies in communication. In response to the feedback, the model has been revised so that the wider group are now coaching the whole room as opposed to individual candidates. The gameplay scenarios are still being worked on, but externally produced alternatives are being explored. Overall, we are confident that simulation can coexist with distancing guidelines.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74279801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PG113 ‘Birley place’: a virtual community for health and social care education","authors":"L. Greene, C. Hamshire, Eleanor Hannan, K. Jack, D. J. Wright","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.161","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.161","url":null,"abstract":"Introduction Logistical constraints associated with large cohorts provide barriers to the delivery of simulation-based education (SBE) in health and social care education. Williams et al. (2020) suggested that virtual simulation can alleviate these constraints whilst providing a quality learning experience. Walia et al. (2017) showed that effective learning experiences in virtual worlds can produce positive transfer of learning to real-world healthcare practice. Based on this evidence, and utilising the concepts of immersive SBE, persistent virtual worlds, and experiential learning theory, we developed a web-based virtual community to facilitate the delivery of realistic, person-centred health and social care education. Summary of the Educational Programme The Birley Place virtual community comprises a fictional map containing three distinct neighbourhoods. Each neighbourhood incorporates homes, schools, businesses, health and social care services and leisure facilities. Services, housing, and the characters who ‘live’ in each neighbourhood are modelled on three areas of the city in which our institution is based, using existent socio-economic, health and lifestyle data. Characters are ‘brought to life’ through learning activities involving text, audio, and video case studies, as well as interactive content and scenarios with embedded decision-making. Online sessions and group work are followed by debriefs to encourage learners to reflect, conceptualise, and experiment; facilitating the transfer of knowledge through experience. As an exemplar, we use Birley Place to facilitate the delivery of a large-scale IPE programme focused on understanding the impact of health inequalities. Working in inter-professional groups, learners access statistical data for each neighbourhood and ‘meet’ characters living there. Using this information, learners develop a community profile and produce an inter-professional strategy to address a health or social care issue affecting a specific neighbourhood. This approach provides a holistic view of the factors that influence health, whilst the inter-professional group working develops learners’ understanding of the value of other professions, and communication and team-working skills. Discussion and Conclusions Birley Place enables virtual SBE and innovative online learning and teaching. This allows learners to develop their understanding of realistic health and social care situations. As a teaching and learning tool, Birley Place assists blended learning via realistic case studies, encouraging group and independent study. The nature of the web-based design means that learners can access content whenever and wherever required, thus overcoming timetabling challenges. It offers an enriched experience, enabling learners to use their initiative, make decisions in a safe environment, and be accountable for the results of their actions. References Walia N, Zahedi FM, Jain H. Potential of virtual worlds for nursing care: lesso","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85411615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PG30 How to do a remote OSCE successfully: converting face to face simulation into a Virtual E-consult in the pandemic crisis","authors":"Suzanne Rampton, Claire Tea, Kipela Miesi, C. Hamilton","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.78","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.78","url":null,"abstract":"Introduction The COVID-19 pandemic presented an opportunity in our undergraduate year1 nursing degree program to innovate. We redesigned a face-to-face OSCE into an E-consult OSCE involving simulated patients (SPs), scenarios and video conference communication, recreating a live meaningful simulation assessment. Our priority was to develop a virtual simulation assessment recreating the relational process of professional care. Students could actively demonstrate the phenomenologically important skills of active listening, empathy, bracketing, and engagement in dialogue in the patient lived-experience. Summary of Innovation The authors, students (150 in total), SP provider and SPs collaboratively crafted this innovation. A ‘People, Process and Tools’ approach (figure 1) to assist us with adapting to the change of space and engagement. For students and academics, marking had changed from paper (pre-COVID-19) to contemporaneous electronic google form marking. SPs, following a standardised scenario, provided the behavioural clues of illness in line with the A to E-assessment. Philosophical principles of relational existentialism were our underpinning concepts -what it means to be human– we believed this could be assessed virtually. Students were expected to use E-consult concepts, demonstrate the professional clinical ability to take a health history from an SP, conduct an A to E assessment and ‘connect’ with the SP (as advocates of ‘real’ patients). Summary of Results Over 4 days, we successfully conducted the E-consult OSCE (150 students). The academic team provided support to the students in both their educational programme preparing them for the assessments; and in examining. There was a similarity of in pass rate: 90% -online OSCE cohort and 82% -preCOVID-19 standard OSCE cohort. Feedback from students showed that they utilized and focused on underpinning knowledge whilst drawing on previous simulation learning to respond to the patient. Conducting an E-consult enhanced the student experience. Discussion Planning, organisation, consistency, and communication were key. The cohesive mutuality and trust of the team (academics, IT, SPs) alongside individual leadership held the process on track; ‘Adapt and overcome’ became our motto. The gestalt principles of collective ability and focus to achieve a goal in the face of the challenge were modelled. Areas to consider: Support systems infrastructure for mass virtual assessment Scenario specificity e.g. frequency/type of behavioural clues SP & staff fatigue References NHS Long term Plan ( 2019). https://www.longtermplan.nhs.uk/online-version/","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79426536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PG18 Collaborating with carers to create a simulation scenario for medical students","authors":"Anna Ludvigsen, Joshua Bachra, Julie Rastall, Gemmel Ayer, Kehinde Junaid","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.67","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.67","url":null,"abstract":"Background Simulation-based learning provides the opportunity for collaboration with those who have lived experience of mental illness, either first hand or as carers. There is, however, little research into whether training that has been created in this way is acceptable to trainee healthcare professionals. Summary of Work A simulation scenario was created by a group consisting of carers, psychiatrists, simulation faculty, psychiatric nurses, a dementia peer support worker, an involvement lead, involvement volunteers, a clinical educationalist and actors. A cohort of 123 fourth year medical students took part in simulation learning sessions. The session followed a facilitation model developed in-house specifically for psychiatry. The model is built on a social constructivist approach with an emphasis on problem based learning and interpersonal reflection.12 Results 111 of 123 participants completed feedback forms at the end of their session (85% fully completed, 5% partially completed). All but one agreed, or strongly agreed, that the simulation was helpful and relevant to their learning needs. A thematic analysis of free text responses to the questions ‘What was most helpful about the session?’ and ‘What was least helpful about the session?’ was carried out. The following themes emerged as being the most and least useful aspects of the experience: Most helpful: the facilitation format; the realism of the scenario and actors; feedback from actors; taking part in the simulation or observing others take part in the simulation. Least helpful: Reflective discussions; the fact that not everyone was able to participate in the simulation; lack of objective feedback on performance; the fact the session was not geared towards passing their OSCE’s. Discussion This format of simulation based learning was acceptable to all medical students who fully completed feedback forms (85% of total participants). All would recommend it to a colleague and 99% of respondents agreed or strongly agreed that it was helpful and relevant to their learning needs. A key aim of the programme was to ensure that the voice of carers was represented with authenticity, something that may not happen if actor’s roles are written without their involvement. Students commented positively on the realism of the scenario and the skill of the actors. Some explicitly stated that the actor’s feedback, based on a framework created by carers, was especially helpful and impactful. Recommendations Further analysis of how collaboration with carers affected the programme is required to better understand how their contribution impacted on the course. References Steffe LP, Gale J. Constructivism in Education, Hillsdale, NJ: Lawrence Erlbaum, 1995. p.53 Ludvigsen, A; Adaptation of a Debriefing Model; https://www.researchgate.net/publication/339104472_Adaptation_of_a_Debriefing_Model_for_Simulation_Based_Learning_in_Undergraduate_Older_Adult_Psychiatry_Teaching;","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79461997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}