Khot Nisha, Sarkar Mahbub, Bansal Utkarsh, Singh Jai Vir, Pharande Pramod, Malhotra Atul, Kumar Arunaz
Royal Women's Hospital, Melbourne, Australia.
Monash Centre for Scholarship in Health Education, Monash University, Melbourne, Australia.
Adv Simul (Lond). 2022 Aug 24;7(1):25. doi: 10.1186/s41077-022-00220-5.
We transitioned our obstetric neonatal emergency simulation (ONE-Sim) workshops to an online format during the COVID-19 pandemic. In this study, we evaluated key learning acquired by undergraduate medical and nursing students attending the online ONE-Sim workshops from a low- and middle-income country (LMIC).
Student perception of online workshops was collected using electronic questionnaires. Data was analysed using thematic analysis by employing the Community of Inquiry (CoI) framework.
One hundred sixty medical and nursing students who attended the online ONE-Sim workshops completed the questionnaires. There was evidence in the data to support all three aspects of the CoI framework-social, cognitive and teacher presence.
The use of the CoI framework helped to describe key learning from online interprofessional simulation workshops conducted for a LMIC.
在新冠疫情期间，我们将产科新生儿应急模拟（ONE-Sim）工作坊转换为线上形式。在本研究中，我们评估了来自低收入和中等收入国家（LMIC）的本科医学生和护理学生参加线上ONE-Sim工作坊所获得的关键学习成果。
通过电子问卷收集学生对线上工作坊的看法。采用探究社区（CoI）框架，运用主题分析法对数据进行分析。
160名参加线上ONE-Sim工作坊的医学生和护理学生完成了问卷。数据中有证据支持CoI框架的所有三个方面——社会存在、认知存在和教师存在。
CoI框架的使用有助于描述为LMIC举办的线上跨专业模拟工作坊的关键学习成果。
