This article was migrated. The article was not marked as recommended. Background: As Covid-19 continues to spread around the world and disrupt lives, universities around the globe are impacted extensively. Training sessions conducted at simulation centers needed an alternative approach to adapt to the gravity of the situation hence, the simulation centre team piloted a communication skills training session using Microsoft Teams. Objectives: The objectives of the pilot session were to develop a plan for training on communication skills remotely, identify an online platform, pilot an online communication skills session using the identified platform and evaluate the effectiveness of the process. Approach: Communication skills training session for 2 groups of students involving facilitators and simulated patients were conducted simultaneously using sub channels on Microsoft Teams. Outcomes: The sessions followed a predefined structure and were completed as planned. It was discovered that remote simulation-based communication skills training facilitated through online platform is both feasible and effective. The findings suggest that remote simulation sessions can provide an effective educational environment.

Over the past 10 years, there has been an increase in the use of high-fidelity simulation (HFS) as a tool to support and enhance learning in health profession programs. In this article, we review the utilization of HFS in biomedical (basic science) courses for health professions students, and we compare its effectiveness to traditional teaching methods. Studies exploring the impact of HFS on students and residents were included in the review. The use of HFS is more prevalent in advanced clinical settings such as in training residents and nurses than in teaching students in preclinical years. When compared to traditional teaching methods, HFS is noted to be superior in delivering core biomedical concepts to students and healthcare professionals. However, a few studies showed no significant differences between HFS and traditional teaching methods when assessing clinical management skills. Overall, HFS is a valuable teaching tool which enhances knowledge retention and clinical skill acquisition in medical education.

Background: As COVID-19 impacted universities across the globe for over one year, the organization of OSCEs also demanded change. The traditional OSCEs had to transition to Tele simulation OSCEs. As the pandemic continues, there is possibility that this approach may continue for some time, it is imminent to capture feedback from the simulated patients so that we can explore ways to improve in future. Objectives: To gather feedback from standardized patients doing Tele Simulation in OSCEs, To develop plans to improve Tele Simulation involving Standardized Patients based on the feedback gathered. Method: Data were collected immediately after Tele simulation OSCE during debriefing from 18 Simulated Patients. This was followed up with an open-ended questionnaire and gathered additional information. Results: The feedback from SPs included their feelings when they were introduced to Tele simulation OSCE, Tele simulation versus Face to Face OSCE and areas of improvement. Conclusion: Tele simulation OSCE was a quick adaptation during COVID-19 pandemic. But the lessons learned, and the feedback received are pearls for future innovative approaches to assessments. It is encouraged to collect verbal and written feedback for the improvement of Tele simulation.