Synchronous Screen-Based Simulation in Anesthesia Distance Education

Abstract

Purpose The aim of the present study was to evaluate the feasibility, acceptability, and utility of synchronous online screen-based simulation (SBS) in anesthesia education. Methods The investigational cohort consisted of 12 second-year nurse anesthesia students enrolled in a Doctor of Nursing Practice (DNP) program. Pairs of students worked with a single instructor online using the same SBS employing a cloud-based peer-to-peer platform and high-fidelity software involving a graphical avatar. During each session, the instructor initially manipulated the avatar through the software scenario with educational pauses to communicate learning content. Thereafter, students proceeded through the same SBS by stating their desired actions, which were then implemented by the instructor. At the conclusion of each session, students were evaluated by an integrated software scoring system, and thereafter they completed a questionnaire rating their distance SBS experience. Results Synchronous online SBS was performed in this manner without difficulty; it was accepted by students as a valuable adjunct to their in-person mannequin-based simulation (MBS) training; and it was perceived as a useful addition to their anesthesia education. Students identified significant value in the isolation of the cognitive component of learning by this teaching methodology. Lack of haptic learning, however, also was seen as a disadvantage of SBS compared to MBS. Students’ criticisms of SBS were largely unrelated to use of this technique with synchronous online education, but rather related to general limitations associated with SBS technology. There was a positive correlation between the students’ mean post-SBS rating and the automated SBS score (r = 0.832). Conclusion Synchronous online SBS can effectively supplement MBS in an anesthesia training program. Its major perceived advantage appears to be an ability to isolate and reinforce appropriate cognitive skills related to intraoperative care including crisis management. Students who had higher mean post-SBS ratings also had higher automated SBS scores.

Understanding the Effects of Health Care Distance Simulation

“…Included studies represented 14 different countries. There was a North American predominance to authorship, with 30 studies featuring authors located in the United States 17–46 and 5 studies included authors from multiple countries 23,27,47–49 Figure 2. highlights the reported origins of all included studies.…”

“…Eleven of these studies (11/28; 39%) were found to have a low risk of bias 17,23,31,32,37,40,43,46,48,51,55 . Of the remaining 10 studies, 24,28,41,42,45,65–69 3 had some concerns with regard to their overall quality and risk of bias 28,41,67 …”

Pediatric Critical Care in Resource Limited Settings—Lessening the Gap Through Ongoing Collaboration, Advancement in Research and Technological Innovations

“…Simulation technology and educational strategies are being increasingly adapted to low-resource settings ( 30 ). Simulation can be “hands on” ( 31 ), virtual reality ( 32 , 33 ), or screen based ( 34 ). Organizations producing mannequins “not-for-profit” have helped advance “hands-on” simulation in LMICs in the last 10 years, as have trainings designed specifically for PCC in low resources settings ( 35 ).…”

Retenção do conhecimento e satisfação do aluno no ensino on-line: análise comparativa entre metodologia assíncrona e síncrona colaborativa

“…(105) Os estudos relacionados ao ensino on-line da Anestesiologia abordam principalmente a simulação, provavelmente pelo caráter prático relacionado à especialidade. (106,107) No estudo houve ganho de conhecimento com diferença estatisticamente significativa nas aulas de Neuroanestesia e Anestesia em Urologia, em ambas as metodologias. Embora exista ganho de conhecimento na videoaula de Vias Aéreas e na aula colaborativa de Anestesia Obstétrica, os resultados não mostram diferença estatisticamente significativa que pode, possivelmente, ser explicado pelo maior interesse prévio dos residentes nos temas Anestesia em Obstetrícia e Vias Aéreas.…”