Wells Jack, Higbee Dena, Doty Jen, Louder Elaine
Department of Family and Community Medicine, School of Medicine, University of Missouri, Columbia, MO.
Shelden Simulation Center, University of Missouri-Columbia.
PRiMER. 2020 Oct 29;4:32. doi: 10.22454/PRiMER.2020.984649. eCollection 2020.
The COVID-19 pandemic required rapid curriculum adaptation to online delivery. Given the importance of accurate clinical patient handoffs, we adapted simulation-based medical student training in clinical patient handoffs. We scored the accuracy of the information students presented. We also elicited student feedback to determine their perceptions of the event and their evaluations of the effectiveness of the training.
Twenty-six third-year medical students participated online via Zoom. Students participated in groups of three or four students. They sequentially encountered a standardized patient. Clinical information and physical exam findings were handed off from student to student until the encounter was complete. The student group then debriefed with faculty. Students were evaluated based on the proportion of clinical information handed off to the following student. Students also evaluated the training session.
The first student handoff included 73.4% of the available information. In subsequent handoffs, the percentage fell to 43%. All students said they felt the training was helpful in practicing patient handoffs and interactions with colleagues. Negative student comments focused on perceived deficiencies in session planning and standardized patient training.
This rapidly developed simulation session demonstrated that clinical training in patient handoffs can be adapted to an online environment. In order to ensure success, faculty should carefully consider logistical adjustments required to transition from a patient contact setting to an online environment. Meticulous preparation and attention to detail will ensure that training is successful.
新冠疫情要求迅速将课程调整为在线授课形式。鉴于准确的临床患者交接至关重要，我们对基于模拟的医学生临床患者交接培训进行了调整。我们对学生所呈现信息的准确性进行了评分。我们还收集了学生的反馈，以确定他们对该活动的看法以及对培训效果的评价。
26名三年级医学生通过Zoom在线参与。学生们以三到四人一组的形式参与。他们依次接触一名标准化患者。临床信息和体格检查结果在学生之间依次传递，直至诊疗结束。然后学生小组与教员进行总结汇报。根据传递给下一名学生的临床信息比例对学生进行评估。学生们还对培训课程进行了评价。
第一次学生交接包含了73.4%的可用信息。在随后的交接中，这一比例降至43%。所有学生表示，他们认为该培训有助于练习患者交接以及与同事的互动。学生的负面评价集中在对课程规划和标准化患者培训方面的感知不足。
这个迅速开发的模拟课程表明，患者交接的临床培训可以适应在线环境。为确保成功，教员应仔细考虑从患者接触场景过渡到在线环境所需的后勤调整。精心准备和注重细节将确保培训取得成功。
