Covid-19: using simulation and technology-enhanced learning to negotiate and adapt to the ongoing challenges in UK healthcare education

Wyres, Martyn; Taylor, Natasha

doi:10.1136/bmjstel-2020-000642

Cited by 25 publications

(19 citation statements)

References 8 publications

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“…Lababidi et al 4 focus on integrating a simulation-based training programme into an organisation with Simulation based training program and preparedness testing for COVID-19 utilizing system integration methodology . This article pairs well with Wyres and Taylor’s editorial,5 COVID-19: using simulation and technology enhanced learning to negotiate and adapt to ongoing challenges in United Kingdom healthcare education . Two articles tackle the obstacles that COVID-19 has created related to how to teach students and trainees in the era of social distancing.…”

supporting

confidence: 63%

What’s in a name? Simulation and technology enhanced learning uses and opportunities in the era of COVID-19

Paige

2020

BMJ Simul Technol Enhanc Learn

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supporting

confidence: 63%

What’s in a name? Simulation and technology enhanced learning uses and opportunities in the era of COVID-19

Paige

2020

BMJ Simul Technol Enhanc Learn

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“…Much of the writing so far on pedagogy and pandemic has focused on the financial implications for institutions (e.g , and the efforts being made to support meaningful online provision (e.g. Bao, 2020;Crawford et al, 2020;Wyres & Taylor, 2020;Longhurst et al, 2020;Huddart et al, 2020). The challenges of moving, virtually overnight, to pedagogically sound online provision have been documented (e.g.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

“…The challenges of moving, virtually overnight, to pedagogically sound online provision have been documented (e.g. Longhurst et al, 2020;Marinoni et al, 2020;Wyres & Taylor, 2020), as well as the additional challenges posed by meaningful vocational or creative provision online (e.g. Fowler-Watt et al, 2020;Longhurst et al, 2020).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

COVID-19 and the move to online teaching: impact on perceptions of belonging in staff and students in a UK widening participation university

2020

JALT

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Belonging within higher education benefits students, staff and institutions. The COVID-19 pandemic necessitated campus closures at short notice, with teaching and assessment moving online. Understanding the impact of this upon belonging from both staff and student perspectives, and exploring whether demographic or study characteristics have an impact, is needed to inform future educational provision. A bespoke questionnaire collecting quantitative and qualitative information was administered online to staff and students at a UK university with a strong widening participation focus. A total of 208 students and 71 academic staff responded. Staff were significantly more likely than students to recognise belonging as important. Lockdown reduced feelings of belonging in both groups, and physical presence on campus was highlighted as important by both. Despite considerable diversity, student responses showed a high degree of homogeneity. Although advantages to future online teaching were identified by both staff and students, almost half of students disagreed that they would learn better if future teaching remained online. A greater proportion of staff identified teacher online presence and facilitating active learning as essential in helping students to belong, but what students consider essential in online teaching to enhance belonging is less clear from this data.

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“…Except more stringent infection control measures within hospital compounds, simulation training could be a hope for filling the knowledge gap and safeguarding psychological health and safety of HCWs. 5 , 6 , 7 , 8 , 9 …”

Section: Introductionmentioning

confidence: 99%

“…Healthcare simulation training replicates any clinical scenarios in a safe environment, bridging between immersive experience, acquired skills, and insights from the training and clinical practice. 5 Not only had technical (e.g., cognitive and psychomotor skills in donning and doffing procedures of Personal Protective Equipment (PPE) in designated clean and dirty zone with buddy system) and non-technical skills (e.g., teamwork, leadership and communication among HCWs) enhanced, 7 , 8 , 10 simulation training, either “Lab-based” in simulation training center or “In-situ” in genuine clinical environment with highest environmental fidelity, could strengthen personal qualities critical in healthcare industries. 3 , 6 , 10 , 11 …”

Section: Introductionmentioning

confidence: 99%

Investigating effects of healthcare simulation on personal strengths and organizational impacts for healthcare workers during COVID-19 pandemic: a cross-sectional study

Cheung¹,

So²,

Ng³

et al. 2020

Integrative Medicine Research

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Introduction This cross-sectional study aimed at evaluating impacts of healthcare simulation training, either in-situ or lab-based, on personal strengths of healthcare workers (HCWs) and organizational outcomes during the COVID-19 pandemic. Methods COVID-19 Taskforce was established to formulate standardized scenario-based simulation training materials in late-January 2020. Post-training questionnaires made up of 5-point Likert scales were distributed to all participants to evaluate their personal strengths, in terms of i) assertiveness, ii) mental preparedness, iii) self-efficacy, iv) internal locus of control, and v) internal locus of responsibility. Independent sample t-tests were used to analyze between-group difference in “In-situ” and “Lab-based” group; and one-sample t-tests were used to compare change in personal strengths with reference point of 3 (Neutral). Kirkpatrick’s Model served as the analytical framework for overall training effects. Results Between 05 February and 18 March 2020, 101 sessions of simulation training were conducted in “In-Situ” at either Accident & Emergency Department (20, 20%) or Intensive Care Unit (15, 14%) and “Lab-based” for Isolation (30, 30%) and General Wards (36, 36%). 1,415 hospital staff members, including 1,167 nurses (82%), 163 doctors (12%) and 85 patient care assistants (6%), were trained. All domains of personal strengths were scored 4.24 or above and statistically significantly increased when comparing with reference population ( p < .001). However, no significant differences between in-situ and lab-based simulation were found ( p > .05), for all domains of personal strengths. Conclusion Healthcare simulation training enhanced healthcare workers’ personal strengths critical to operational and clinical outcomes during the COVID-19 pandemic.

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Covid-19: using simulation and technology-enhanced learning to negotiate and adapt to the ongoing challenges in UK healthcare education

Cited by 25 publications

References 8 publications

What’s in a name? Simulation and technology enhanced learning uses and opportunities in the era of COVID-19

What’s in a name? Simulation and technology enhanced learning uses and opportunities in the era of COVID-19

COVID-19 and the move to online teaching: impact on perceptions of belonging in staff and students in a UK widening participation university

Investigating effects of healthcare simulation on personal strengths and organizational impacts for healthcare workers during COVID-19 pandemic: a cross-sectional study

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