SFEBES2021 Poster Presentations Adrenal and Cardiovascular (45 abstracts)
Simulation via Instant Messaging – Birmingham Advance (SIMBA): Impact of online simulation-based learning on doctors’ confidence in managing cases during the COVID-19 pandemic
Dengyi Zhou 1 , Anisah Ali 1 , Emily Warmington 1 , Zakee Abdi 2 , Rachel Nirmal 1 , Pavithra Sakthivel 1 , Vina Soran 1 , Maiar Elhariry 1 , Emma Ooi 3 , Cai Ying 3,4 , Nia Evans 5 , Wiebke Arlt 6,7 , Kristien Boelart 7,8 , Niki Karavitaki 6,7 , Karen Tait 9 , Parth Narendran 7,10 , Nikoleta Papanikolaou 11 , Channa Jayasena 11 , Meri Davitadze 12 , Eka Melson 6,13 & Punith Kempegowda 6,7
1College of Medical and Dental Sciences, University of Birmingham, Birmingham, United Kingdom; 2Medical University of Plovdiv, Plovdiv University, Plovdiv, Bulgaria; 3RCSI & UCD Malaysia Campus, Penang, Malaysia; 4University of Malaya Medical Centre, Kuala Lumpur, Malaysia; 5Royal Glamorgan Hospital, Cwm Taf Morgannwg University Health Board, Rhondda Cynon Taf, United Kingdom; 6Institute of Metabolism and Systems Research, University of Birmingham, Birmingham, United Kingdom; 7Queen Elizabeth Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, United Kingdom; 8Institute of Applied Health Research, University of Birmingham, Birmingham, United Kingdom; 9Birmingham Community Healthcare NHS Trust, Birmingham, United Kingdom; 10Institute of Immunology and Immunotherapy, University of Birmingham, Birmingham, United Kingdom; 11Section of Investigative Medicine, Hammersmith Hospital, Imperial College London, London, United Kingdom; 12Georgian-American Family Medicine Clinic, ’Medical House’, Tbilisi, Georgia; 13Ninewells Hospital, NHS Tayside, Dundee, United Kingdom
Background: SIMBA is a simulation-based learning platform designed to increase clinicians’ confidence in managing various clinical scenarios. The restriction of face-to-face learning during the COVID-19 pandemic led to switching Simulation via Instant Messaging – Birmingham Advance (SIMBA) to entirely virtual sessions.
Objective: To explore SIMBA’s effectiveness to sustain medical education in endocrinology during the pandemic.
Methods: We included six sessions on different subspecialties in endocrinology (adrenal, thyroid, pituitary, diabetes, metabolic bone, and gonadal) conducted from May 2020 to June 2021. We analysed participants’ pre- and post-simulation surveys studying change in confidence on simulated case post-session and proportion change in core competencies recommended by the Accreditation Council for Graduate Medical Education (Patient Care, Knowledge, Communication Skills, Professionalism, Practice-Based Learning, Systems-Based Practice).
Results: 279 participants were included in the analysis. Participants’ approach to simulated cases significantly improved following SIMBA: [overall (n = 279) (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), metabolic bone (n = 44) (P < 0.001), gonadal (n = 40) (P < 0.001)]. SIMBA improved participants’ clinical competencies in patient care [56.6% (n = 158/279)], professionalism [40.0% (n = 92/279)], patient management [86.4% (n = 241/279)], systems-based practice [46.2% (n = 129/279)], practice-based learning [70.3% (n = 196/279)], and communication skills [23.7% (n = 66/279)].
Conclusions: SIMBA is an effective model to improve clinicians’ confidence in approaching various endocrine conditions, thereby maintaining medical education throughout the pandemic. Future sessions with a hybrid model of face to face and virtual learning will be experimented to provide the best possible learning experience to medical students and healthcare professionals.
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Endocrine Abstracts
ISSN 1470-3947 (print) | ISSN 1479-6848 (online)
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