Acceptability, technological feasibility and educational value of remotely facilitated simulation based training: A scoping review

Article


Heffernan, Robert, Brumpton, Kay, Randles, David and Pinidiyapathirage, Janani. 2021. "Acceptability, technological feasibility and educational value of remotely facilitated simulation based training: A scoping review." Medical Education Online: an electronic journal. 26 (1), pp. 1-9. https://doi.org/10.1080/10872981.2021.1972506
Article Title

Acceptability, technological feasibility and educational value of remotely facilitated simulation based training: A scoping review

ERA Journal ID40711
Article CategoryArticle
AuthorsHeffernan, Robert, Brumpton, Kay, Randles, David and Pinidiyapathirage, Janani
Journal TitleMedical Education Online: an electronic journal
Journal Citation26 (1), pp. 1-9
Number of Pages9
Year01 Jan 2021
Place of PublicationUnited Kingdom
ISSN1087-2981
Digital Object Identifier (DOI)https://doi.org/10.1080/10872981.2021.1972506
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/10872981.2021.1972506
Abstract

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. Addressing these gaps will clarify the role of RF SBT in medical education.

KeywordsSimulation-based training; remotely facilitated training; locally facilitated training; telesimulation; medical education
Byline AffiliationsRural Medical Education Australia, Australia
Griffith University
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