Rural Medical Education Australia, Toowoomba, QLD Australia.
Griffith University, School of Medicine and Dentistry, Gold Coast, QLD, Australia.
Med Educ Online. 2021 Dec;26(1):1972506. doi: 10.1080/10872981.2021.1972506.
Although remote teaching and learning is not new to medical education, the Covid-19 pandemic has heightened its importance as a mode of education delivery. This scoping review aims to provide a narrative/iterative summary of the current literature in assessing the acceptability, educational value and technological feasibility of remotely facilitated (RF) simulation-based training (SBT) - 'telesimulation', for medical students and facilitators. The review was conducted using the method described by Arksey and O'Malley. A systematic process was followed to search multiple electronic databases supplemented with a general internet search to identify any relevant grey literature. The search strategy was developed in collaboration with medical students and educators familiar with SBT. Nine articles were identified as fitting the review inclusion criteria. The results indicated that RF SBT was positively viewed by participants but may not be viewed as equivalent to locally facilitated SBT. Participants of RF SBT felt confident to deal with common acute scenarios, believed it could expand their knowledge and skills and in turn would improve patient care in the clinical setting. Facilitators found RF SBT to be technologically feasible, promoting the acquisition of desired learning outcomes. Future research should assess the reaction to, and learning acquired during RF SBT, particularly, the perception and attitudes of facilitators. A clear research gap was identified in literature assessing the role of RF SBT in behavioural change and improved clinical care outcomes. Addresing these gaps will clarify the role of RF SBT in medical education.
虽然远程教学对于医学教育来说并不新鲜，但 COVID-19 大流行使其作为一种教育交付模式的重要性更加凸显。本范围综述旨在提供关于远程（RF）模拟为基础的培训（SBT）——“远程模拟”对于医学生和教育者的可接受性、教育价值和技术可行性的当前文献的叙述性/迭代总结。该综述使用 Arksey 和 O'Malley 描述的方法进行。采用系统的流程，通过多种电子数据库进行搜索，并辅以常规互联网搜索，以确定任何相关的灰色文献。搜索策略是与熟悉 SBT 的医学生和教育者合作制定的。确定了 9 篇符合审查纳入标准的文章。结果表明，RF SBT 受到参与者的积极评价，但可能不被视为与本地促进的 SBT 等效。RF SBT 的参与者认为自己有能力处理常见的急性情况，相信它可以扩展他们的知识和技能，并最终改善临床环境中的患者护理。教育者发现 RF SBT 在技术上是可行的，可以促进预期学习成果的获得。未来的研究应该评估参与者对 RF SBT 的反应和所获得的学习，特别是评估教育者的感知和态度。文献中明确存在评估 RF SBT 在行为改变和改善临床护理结果方面作用的研究空白。解决这些空白将阐明 RF SBT 在医学教育中的作用。
