Rapid Transformation from Face to Face to Virtual Simulation During the SARS-CoV-2 Pandemic: Impact on the Simulation Process during “The Little Room of Horrors”

• Published in: PEC innovation Vol. 3; p. 100239
• Main Authors: Mascarenhas, Sharon, Sudhir, Meghana, Al Suwaidi, Hanan Sulaiman, Alfroukh, Jalal A.Z., Zary, Nabil
• Format: Journal Article
• Language: English
• Published: Netherlands Elsevier B.V 15.12.2023; Elsevier
• Subjects: COVID-19; Simulation based education; Virtual simulation; COVID-19; Virtual simulation; Simulation based education
• ISSN: 2772-6282; 2772-6282
• DOI: 10.1016/j.pecinn.2023.100239

1. To explore the feasibility of a rapid transformation from face to face to virtual simulation and its impact on the simulation process 2. To explore the efficacy of a rapid transformation from face to face to virtual simulation and its impact on the simulation process. The simulation process (preparation, pre-briefing, simulation, and debriefing) was investigated for feasibility and efficacy from the perspective of the educators and students. This study took place very early in the pandemic, thus highlighting the speed at which it needed to be conducted and acknowledging the limitations of technology at the time. The faculty (n = 3) involved in the virtual simulation experiment and year one medical students(n = 61) were invited to participate in the study voluntarily. The module chosen for this study was the Introduction to the Practice of Medicine, where the students were introduced to the concept of patient safety using simulation-based education. The “Little Room of Horrors” – is a simulation based educational session emphasising the importance of patient safety. Students were taken into a simulated medical ward that demonstrated common hospital-based errors. The learners were timed and asked to identify and document as many patient safety hazards as possible. The semi structured questionnaire was analysed using descriptive statistics and thematic analysis. The Educator's perspective reflected that virtual simulation was technologically dependent and had limitations during debriefing but was also a sustainable and portable standardised process. The student's perspective revealed that the objectives were met, and the session helped them support the theory previously learned. The average rating was 4.09 on a 5-point scale. When resources of the simulation center like space, mannikins, and faculty cannot be accessed for reasons like social distancing during a pandemic, virtual simulation was developed and used as a feasible alternative for our students without impacting the learning objectives. This study demonstrates the use of virtual simulation as a valuable option for teaching when face to face simulation is challenging or not possible.