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

Paige, John T.

doi:10.1136/bmjstel-2020-000681

Cited by 6 publications

(4 citation statements)

References 8 publications

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“…The use of simulation and technology enhanced learning can improve teaching and learning experiences as well as quality of patient care [33] . According to Gunn and Rowntree [34] , computer-based simulation is one method to support technical and clinical skill acquisition.…”

Section: Technology-enhanced Toolsmentioning

confidence: 99%

“Operating Theatre radiography not for the faint of heart”: How can we support our radiographers?

Tay¹,

Wei²,

Chong³

2022

Journal of Medical Imaging and Radiation Sciences

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Section: Technology-enhanced Toolsmentioning

confidence: 99%

“Operating Theatre radiography not for the faint of heart”: How can we support our radiographers?

Tay¹,

Wei²,

Chong³

2022

Journal of Medical Imaging and Radiation Sciences

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“…Many research studies have reported on how the Corona pandemic has been a driving force for a transition to technology enabled and technology enhanced learning (Al-Ataby, A., 2020;Mozelius, 2020;Paige, 2021;Enbeyle, Ogunmola and Amin. 2022).…”

Section: Introductionmentioning

confidence: 99%

Lessons Learnt From The Home Office: An Autoethnographic Case Study

Mozelius

2022

ECEL

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The Corona pandemic has certainly acted as a catalyst for technology enabled and technology enhanced learning. In this paper technology enabled learning is defined as learning activities that are supported and made possible by technology, while technology enhanced learning refers to learning activities where technology has improved the quality. To what degree, and how teaching and learning activities and meetings have been transformed depends on the actual educational orchestration before the pandemic. This case story is based on experiences from courses and collaborations at a department of computer and system science. The question that guided this study was: "What are the lessons learnt from online activities at the home office during the pandemic?". This study was carried out as an autoethnographic case study with five case units: 1) A programming course 2) A course for Bachelor's thesis writing, 3) A course for system development by internship, and 4) Staff meetings and 5) Research collaborations. Results indicate that at a department where technology enabled blended synchronous learning was the standard mode already before the pandemic, the forced changes have not been that drastic. However, the course with internship and workplace learning has really suffered. The course where students have their Bachelor's thesis supervision has been much alike, while the other units show improvements that could be classified as technology enhancement. Ensemble programming online has worked very well, staff meetings have been more focused than in face-to-face mode, and the research collaborations have been efficient and with a high number of publications. Research methods seems to have changed with more literature reviews, more of email interviews and more of focus group interviews in video conference systems. The part of research that has suffered is the one with conferences, and as an example, networking at a virtual conference has been rather poor. Finally, many home offices seem to survive the pandemic due to the high and high-quality delivery from home, with the known risk of distance workers becoming workaholics.

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“…The value of simulation-based education has become clear as many healthcare organisations had to deploy and upskill their staff in order to cope with the challenges of the pandemic. 8–10 Internationally in the initial wave of the pandemic, in situ simulation training took place in donning and doffing of personal protective equipment, 11 airway management 12 and protection against aerosol generating procedures, 13 management of cardiac arrest 14 and intensive care procedures such as prone positioning. 15 In the meantime, traditional education institutions such as universities and medical training bodies 16 had to temporarily close their doors and abandon onsite education activities.…”

Section: Introductionmentioning

confidence: 99%

Reinstating a national simulation programme in anaesthesiology during the coronavirus pandemic

Campbell

Corbett

Burlacu

2021

BMJ Simul Technol Enhanc Learn

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BackgroundWith the introduction of strict public health measures due to the coronavirus pandemic, we have had to change how we deliver simulation training. In order to reinstate the College of Anaesthesiologists Simulation Training (CAST) programme safely, we have had to make significant logistical changes. We discuss the process of reopening a national simulation anaesthesiology programme during a pandemic.MethodsWe approached how to reinstate the programme with three distinct but intertwined projects, as in the following: (1) a survey of effects of the pandemic on training opportunities for anaesthesiology trainees, (2) proposals for methods of reinstating simulation were developed under the headings avoidance, compromise, accommodation and collaboration. A small online video-assisted simulation pilot was carried out to test the compromise method, (3) having opted for combined accommodation (onsite with smaller participant numbers and safety measures) and collaboration (with other regional centres), a postreinstatement evaluation during a 4-month period was carried out.Results(1) Eighty-five per cent of 64 trainees surveyed felt that they had missed out not only just on simulation-based education (43%) but also on other training opportunities, (2) when five trainees were asked to state on a 1 to 5 Likert scale (strongly disagree, disagree, undecided, agree and strongly agree) whether online video-assisted simulation was similar to face-to-face simulation in four categories (realism, immersion, sense of crisis and stress), only 9 (45%) of the 20 answers agreed they were similar, (3) When onsite simulation was reinstated, the majority of trainees felt that training was similar to prepandemic and were happy to continue with this format.ConclusionIn order to reinstate simulation, we have identified that accommodation and collaboration best suited the CAST while compromise failed to rank high among trainees’ preferences. Onsite courses will continue to be delivered safely while meeting the high standards our trainees have come to expect.

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

Cited by 6 publications

References 8 publications

“Operating Theatre radiography not for the faint of heart”: How can we support our radiographers?

“Operating Theatre radiography not for the faint of heart”: How can we support our radiographers?

Lessons Learnt From The Home Office: An Autoethnographic Case Study

Reinstating a national simulation programme in anaesthesiology during the coronavirus pandemic

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