Nadir Nur-Ain, Kim Jane, Cassara Michael, Hrdy Michael, Zaveri Pavan, Wong Ambrose H, Ray Jessica, Strother Christopher, Falk Michael
Department of Emergency Medicine Kaiser Permanente Central Valley Modesto California USA.
Department of Emergency Medicine SUNY Downstate Brooklyn New York USA.
AEM Educ Train. 2021 Mar 13;5(3):e10586. doi: 10.1002/aet2.10586. eCollection 2021 Jul.
The COVID-19 pandemic posed significant challenges to traditional simulation education. Because simulation is considered best practice for competency-based education, emergency medicine (EM) residencies adapted and innovated to accommodate to the new pandemic normal. Our objectives were to identify the impact of the pandemic on EM residency simulation training, to identify unique simulation adaptations and innovations implemented during the pandemic, and to analyze successes and failures through existing educational frameworks to offer guidance on the use of simulation in the COVID-19 era.
The Society for Academic Emergency Medicine (SAEM)'s Simulation Academy formed the SimCOVID task force to examine the impact of COVID-19 on simulation didactics. A mixed-methods approach was employed. A literature search was conducted on the subject and used to develop an exploratory survey that was distributed on the Simulation Academy Listserv. The results were subjected to thematic analysis and examined through existing educational frameworks to better understand successes and failures and then used to generate suggestions on the use of simulation in the COVID-19 era.
Thirty programs responded to the survey. Strategies reported included adaptations to virtual teleconferencing and small-group in situ training with a focus on procedural training and COVID-19 preparedness. Successful continuation or relaunching of simulation programs was predicated on several factors including willingness for curricular pivots through rapid iterative prototyping, embracing teleconferencing software, technical know-how, and organizational and human capacity. In specific instances the use of in situ simulation for COVID-19 preparedness established the view of simulation as a "value add" to the organization.
Whereas simulation educator's responses to the COVID-19 pandemic can be better appreciated through the lens of iterative curricular prototyping, their successes and failures depended on existing expertise in technological, pedagogical, and content knowledge. That knowledge needed to exist and synergize within a system that had the human and organizational capacity to prioritize and invest in strategies to respond to the rapidly evolving crisis in a proactive manner. Going forward, administrators and educators will need to advocate for continued investment in human and organizational capacity to support simulation-based efforts for the evolving clinical and educational landscape.
新冠疫情给传统模拟教育带来了重大挑战。由于模拟被视为基于能力的教育的最佳实践，急诊医学住院医师培训项目进行了调整和创新，以适应新的疫情常态。我们的目标是确定疫情对急诊医学住院医师模拟培训的影响，确定疫情期间实施的独特模拟调整和创新，并通过现有的教育框架分析成功与失败之处，为新冠疫情时代模拟的使用提供指导。
学术急诊医学协会（SAEM）的模拟学院成立了SimCOVID特别工作组，以研究新冠疫情对模拟教学的影响。采用了混合方法。对该主题进行了文献检索，并据此制定了一项探索性调查，该调查通过模拟学院邮件列表进行分发。对结果进行了主题分析，并通过现有的教育框架进行审视，以更好地理解成功与失败之处，然后用于生成关于新冠疫情时代模拟使用的建议。
30个项目回复了调查。报告的策略包括适应虚拟电话会议和侧重于操作培训及新冠疫情应对准备的小组现场培训。模拟项目的成功延续或重新启动取决于多个因素，包括通过快速迭代原型设计进行课程调整的意愿、采用电话会议软件、技术知识以及组织和人员能力。在特定情况下，将现场模拟用于新冠疫情应对准备确立了模拟作为组织“增值”的观点。
虽然通过迭代课程原型设计的视角能更好地理解模拟教育工作者对新冠疫情的应对，但他们的成功与失败取决于技术、教学法和内容知识方面的现有专业知识。这些知识需要在一个具备人力和组织能力以积极主动地优先考虑并投资于应对快速演变危机的策略的系统中存在并协同发挥作用。展望未来，管理人员和教育工作者将需要倡导持续投资于人力和组织能力，以支持基于模拟的工作，适应不断变化的临床和教育格局。
