ECE2021 Presented Eposters Presented ePosters 14: COVID-19 (8 abstracts)
Simulation via Instant Messaging – Birmingham Advance (SIMBA) model helps improve clinicians’ confidence to manage various endocrine conditions during the COVID-19 pandemic
Emily Warmington 1 , Georgia Morgan 2 , Emma Ooi 3 , Thia Hanania 1 , Meri Davitadze 4 , Dengyi Zhou 1 , Parisha Blaggan 1 , Cai Ying Ng 3 , Isabel Allison 1 , Wentin Chen 1 , Lucretia Thomas 1 , Nia Evans 5 , Wiebke Arlt 6 , Kristien Boelaert 7 , Rachel Cooney 8 , Shri Pathmakanthan 8 , Vinay Reddy-Kolanu 8 , Niki Karavitaki 6 , Karen Tait 8 , Parth Narendran 9 , Eka Melson 6 , 10 & Punith Kempegowda 6
1College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK; 2Princess of Wales Hospital, Cwm Taf Morgannwg University Health Board, Bridgend, UK; 3RCSI & UCD Malaysia Campus, Penang, Malaysia; 4Georgian-American Family Medicine Clinic “Medical House”, Tbilisi, Georgia; 5Royal Glamorgan Hospital, Cwm Taf Morgannwg University Health Board, Rhondda Cynon Taf, UK; 6Institute of Metabolism and Systems Research, University of Birmingham, Birmingham, UK; 7Institute of Applied Health Research, University of Birmingham, Birmingham, UK; 8Queen Elizabeth Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK; 9Institute of Immunology and Immunotherapy, University of Birmingham, Birmingham, UK; 10Ninewells Hospital, NHS Tayside, Dundee, UK
Introduction
In response to the COVID-19 pandemic, delivery of medical education has transitioned from predominantly in-person teaching to virtual platforms. Simulation-based learning is a successful teaching modality to develop clinicians’ knowledge and skill, while safeguarding patients. Simulation has traditionally been performed via face-to-face role play, however many of its principles can be adapted for remote use. We explored the effectiveness of the Simulation via Instant Messaging - Birmingham Advance (SIMBA) model as a method of delivering virtual, simulation-based medical education during the COVID-19 pandemic.
Methods
Six SIMBA sessions were conducted between July 2019 and October 2020, focussing on different topics in the field of endocrinology (namely adrenal, pituitary (n = 2), thyroid and diabetes (n = 2)). In each session, transcripts based on real-life anonymised data were used to simulate clinical cases. During simulation, participants interacted with moderators (trained medical students and junior doctors) through WhatsApp and assessed patients as they would in real life, formulating a diagnosis and management plan. Simulation was followed by an interactive discussion with experts in the relevant field, delivered by Zoom. Wilcoxon Signed Rank test was used to investigate the effect of SIMBA on participants’ self-reported confidence in approaching clinical scenarios, measured using Likert scale. Acceptance and relevance of the simulated cases were also analysed.
Results
236 participants completed pre- and post-SIMBA evaluation forms and were included in analysis. Self-reported confidence in participants’ approach to the simulated cases was significantly improved following SIMBA: [overall (n = 236) (P <0.001); pituitary 1.0 (n = 24) (P <0.001), diabetes 1.0 (n = 17) (P <0.001), adrenal (n = 33) (P <0.001), thyroid (n = 37) (P <0.001), pituitary 2.0 (n = 79) (P <0.001), diabetes 2.0 (n = 46) (P <0.001)]. 94.5% (n = 207/219) strongly agreed/agreed SIMBA sessions accommodated their personal learning style and 90.9% (n = 199/219) strongly agreed/agreed the sessions were engaging. 96.4% (n = 188/195) and 93.8% (n = 183/195) strongly agreed/agreed that the content was impactful at both a personal and professional level respectively. Participants felt that SIMBA improved their clinical competencies in patient care [57.4% (n = 112/95)], professionalism [32.3% (n = 63/195)], patient management [86.2% (n = 168/195)], systems-based practice [45.6% (n = 89/195)], practice-based learning [71.8% (n = 140/195)] and communication [25.1% (n = 49/195)].
Conclusion
SIMBA is an effective virtual teaching model which improves clinicians’ confidence in managing various conditions in endocrinology. Participants felt the simulated cases were relevant to their clinical practice and suited their learning style. Further research is needed to explore whether this increased confidence level translates to better real-life performance.
Volume 73
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Endocrine Abstracts
ISSN 1470-3947 (print) | ISSN 1479-6848 (online)
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