scholarly journals Remote rapid cycle deliberate practice simulation training during the COVID-19 pandemic

2020 ◽  
pp. bmjstel-2020-000671 ◽  
Author(s):  
Reinis Balmaks ◽  
Luize Auzina ◽  
Isabel Theresia Gross
Keyword(s):  
Medical Education ◽  
Simulation Training ◽  
Deliberate Practice ◽  
Online Platform ◽  
Social Distancing ◽  
New Challenges ◽  
Simulation Practice

The COVID-19 pandemic is posing new challenges for medical education and simulation practice given local social distancing requirements.This report describes the use of an online platform for rapid cycle deliberate practice simulation training that can be used and tailored to local COVID-19 pandemic restrictions as it allows for participants, facilitators and simulation equipment to be apart.

Twelve Tips for Transitioning Your Didactic Curriculum to the Online Platform in the Current COVID-19 Era and Beyond (Preprint)

2020 ◽  
Author(s):  
Titilopemi Aina ◽  
Barbara Nzegwu
Keyword(s):  
Medical Education ◽  
Video Conferencing ◽  
Online Platform ◽  
Social Distancing ◽  
Viral Spread ◽  
Virtual Class ◽  
Virtual Teaching ◽  
Novel Coronavirus ◽  
Teaching Learning ◽  
Didactic Curriculum

BACKGROUND The novel coronavirus was first discovered in China, and it is now known as severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). The disease caused by the virus is called coronavirus disease 2019 (COVID-19). The symptoms of COVID-19 include, but are not limited to, fever, dry cough, myalgia, and dyspnea. Social distancing, isolation and quarantine have become critical to community mitigation of viral spread. And as a result, the use of video conferencing for work, meetings, and gatherings has become central to maintaining social distancing while continuing to accomplish tasks. OBJECTIVE To develop an alternative meeting space for medical education teaching sessions. METHODS 12-tips developed for transitioning your didactic curriculum to an online platform RESULTS Tip 1: Engage key stakeholders; Tip 2: Adapt your curricular content to an online platform; Tip 3: Select a Learning Management System (LMS); Tip 4: Organize content in the LMS; Tip 5: Select an online meeting platform; Tip 6: Create a virtual class schedule; Tip 7: Orient faculty and learners to virtual teaching/learning; Tip 8: Prepare for the teaching sessions; Tip 9: Navigate a virtual teaching session; Tip 10: Integrate audio and video into the teaching sessions; Tip 11: Encourage learner engagement virtually; Tip 12: Obtain feedback on your online sessions. CONCLUSIONS Video conferencing has emerged as a superior method to achieve our goal of medical education while social distancing during the COVID-19 pandemic. We have found the Zoom meeting platform to be incredibly easy to use and highly effective. In this era of social distancing and staying six feet apart, virtual teaching sessions are critical. These twelve tips will help you adapt your teaching format to our new normal in graduate and undergraduate medical education. CLINICALTRIAL N/A

scholarly journals Virtual Reality Technology and Remote Digital Application for Tele-Simulation and Global Medical Education: An Innovative Hybrid System for Clinical Training

2021 ◽  
pp. 104687812110082
Author(s):  
Omamah Almousa ◽  
Ruby Zhang ◽  
Meghan Dimma ◽  
Jieming Yao ◽  
Arden Allen ◽  
...  
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Real Time ◽  
Global Education ◽  
Clinical Training ◽  
Simulation Training ◽  
Virtual Space ◽  
Control Panel ◽  
Clinical Simulation ◽  
Clinical Scenarios

Objective. Although simulation-based medical education is fundamental for acquisition and maintenance of knowledge and skills; simulators are often located in urban centers and they are not easily accessible due to cost, time, and geographic constraints. Our objective is to develop a proof-of-concept innovative prototype using virtual reality (VR) technology for clinical tele simulation training to facilitate access and global academic collaborations. Methodology. Our project is a VR-based system using Oculus Quest as a standalone, portable, and wireless head-mounted device, along with a digital platform to deliver immersive clinical simulation sessions. Instructor’s control panel (ICP) application is designed to create VR-clinical scenarios remotely, live-stream sessions, communicate with learners and control VR-clinical training in real-time. Results. The Virtual Clinical Simulation (VCS) system offers realistic clinical training in virtual space that mimics hospital environments. Those VR clinical scenarios are customizable to suit the need, with high-fidelity lifelike characters designed to deliver interactive and immersive learning experience. The real-time connection and live-stream between ICP and VR-training system enables interactive academic learning and facilitates access to tele simulation training. Conclusions. VCS system provides innovative solutions to major challenges associated with conventional simulation training such as access, cost, personnel, and curriculum. VCS facilitates the delivery of academic and interactive clinical training that is similar to real-life settings. Tele-clinical simulation systems like VCS facilitate necessary academic-community partnerships, as well as global education network between resource-rich and low-income countries.

Simulation technologies in the modern paradigm of medical education: from general principles to use in teaching osteopathy

2021 ◽  
pp. 98-115
Author(s):  
D. A. Makhonin ◽  
Z. V. Lopatin ◽  
E. S. Tregubova
Keyword(s):  
Medical Education ◽  
Simulation Training ◽  
Residency Programs

The article discusses the possibility of applying and using simulation training technologies in teaching osteopathy in residency programs, professional retraining in medical universities, and the methodology for constructing classes using simulation technologies.

scholarly journals The role of simulation in burns education

2019 ◽  
Vol 80 (12) ◽  
pp. 716-719
Author(s):  
Jia Choong ◽  
Zhi Yong Tan
Keyword(s):  
Medical Education ◽  
Global Health ◽  
Simulation Training ◽  
Technical Skills ◽  
Safe Environment ◽  
Health Burden ◽  
Training Simulation ◽  
The Uk

Burns are devastating injuries which represent a significant global health burden. In the UK alone, it is estimated that 175 000 people suffer from burns injuries requiring hospital attention every year. The global treatment of burns can be improved through a more systematic team-based approach, which can be achieved through simulation training. Simulation has an increasingly important role in medical education, not only allowing practitioners to apply their knowledge in a controlled and safe environment, but also allowing them to gain technical and non-technical skills. This article explores the role of simulation as an important and effective tool for burns education worldwide.

scholarly journals Stroke Simulation Improves Acute Stroke Management: A Systems-Based Practice Experience

2018 ◽  
Vol 10 (1) ◽  
pp. 57-62 ◽  
Author(s):  
Tapan Mehta ◽  
Sara Strauss ◽  
Dawn Beland ◽  
Gilbert Fortunato ◽  
Ilene Staff ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Medical Education ◽  
Acute Stroke ◽  
Simulation Training ◽  
Stroke Registry ◽  
Practice Experience ◽  
Intravenous Tissue Plasminogen Activator ◽  
Simulation Based ◽  
Comprehensive Stroke Center ◽  
Stroke Center

ABSTRACT Background  Literature on the effectiveness of simulation-based medical education programs for caring for acute ischemic stroke (AIS) patients is limited. Objective  To improve coordination and door-to-needle (DTN) time for AIS care, we implemented a stroke simulation training program for neurology residents and nursing staff in a comprehensive stroke center. Methods  Acute stroke simulation training was implemented for first-year neurology residents in July 2011. Simulations were standardized using trained live actors, who portrayed stroke vignettes in the presence of a board-certified vascular neurologist. A debriefing of each resident's performance followed the training. The hospital stroke registry was also used for retrospective analysis. The study population was defined as all patients treated with intravenous tissue plasminogen activator for AIS between October 2008 and September 2014. Results  We identified 448 patients meeting inclusion criteria. Simulation training independently predicted reduction in DTN time by 9.64 minutes (95% confidence interval [CI] –15.28 to –4.01, P = .001) after controlling for age, night/day shift, work week versus weekend, and blood pressure at presentation (> 185/110). Systolic blood pressure higher than 185 was associated with a 14.28-minute increase in DTN time (95% CI 3.36–25.19, P = .011). Other covariates were not associated with any significant change in DTN time. Conclusions  Integration of simulation based-medical education for AIS was associated with a 9.64-minute reduction in DTN time.

What is the evidence for the use of simulation training to teach communication skills in psychiatry?

2019 ◽  
Vol 22 (1) ◽  
pp. 23-25 ◽  
Author(s):  
Josephine Neale
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Patient Care ◽  
Communication Skills ◽  
Simulation Training ◽  
Clinical Skills ◽  
Knowledge And Skills ◽  
Advantages And Disadvantages ◽  
Communications Skills ◽  
Ideal Method

Training in communication skills is a vital part of medical education worldwide and essential for psychiatrists, with poor communication often cited as a key contributing factor in healthcare complaints. Simulation training is a rapidly developing educational modality, and educationalists need to be aware of its possible uses and pitfalls in teaching communications skills in psychiatry. By exploring the advantages and disadvantages of the use of simulation training as a method of teaching communication skills in psychiatry, this article demonstrates a clear consensus in the literature that, while there are a number of difficulties to be overcome in simulation training, these are outweighed by the clear educational gains. In areas where resources are limited, there are suitable variations of simulation training which can be employed. Simulation training can facilitate teaching clinical and non-clinical skills simultaneously, and the use of simulation in mental health is an ideal method for addressing gaps in knowledge and skills relating to communication with patients, which could directly translate to an improvement in patient care.

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