ECE2022 Poster Presentations Pituitary and Neuroendocrinology (127 abstracts)
Is there a difference in clinical skills gained between healthcare professionals of high- and low and middle-income countries with online simulation-based learning?
Anisah Ali 1 , Kashish Malhotra 2 , Dengyi Zhou 1 , Tamzin Ogiliev 3 , Carina Synn Cuen Pan 1 , Emily Warmington 1 , Wentin Chen 1 , Harjeet Kaur 1 , Jameela Sheikh 1 , Pavithra Sakthivel 1 , Rachel Nirmal 1 , Vina Soran 1 , Zakee Abdi 4 , Isabel Allison 1 , Simran Piya 5 , Nia Evans 6 , Thia Hanania 1 , Dwi Delson 7 , Eka Melson 8,9 , Meri Davitadze 10 , Punith Kempegowda 9,11 & Simba Simulation 9
1University of Birmingham, College of Medical and Dental Sciences, Birmingham, United Kingdom; 2Dayanand Medical College and Hospital, Punjab, India; 3Lancaster University Medical School, Lancaster, United Kingdom; 4Medical University of Plovdiv, Plovdiv, Bulgaria; 5University of Edinburgh, College of Medicine and Veterinary Medicine, Edinburgh, United Kingdom; 6Royal Glamorgan Hospital, Cwm Taf Morgannwg University Health Board, Rhondda Cynon Taff, United Kingdom; 7University of Dundee, School of Medicine, Dundee, United Kingdom; 8NHS Tayside, Ninewells Hospital, Dundee, United Kingdom; 9Institute of Metabolism and Systems Research, University of Birmingham, Birmingham, United Kingdom; 10Georgian-American Family Medicine Clinic, ’Medical House’, Tbilisi, United Kingdom; 11University Hospitals Birmingham NHS Foundation Trust, Queen Elizabeth Hospital, Birmingham, United Kingdom
Background: There is a differential clinical learning opportunity for healthcare professionals in low- and middle-income countries (LMICs) compared to high-income countries (HICs). Barriers to learning include cost, time and accessibility. Simulation via Instant Messaging - Birmingham Advance (SIMBA) is a free virtual simulation-based model aimed at improving clinicians’ professional development, without compromising patient safety. The study compared the impact of SIMBA in LMICs and HICs, on participants’ professional development and learning.
Methods: Between May 2020 and October 2021, 16 SIMBA sessions were conducted. Participants interacted with moderators over WhatsApp to solve anonymised real-life clinical scenarios. Following simulation, interactive Zoom sessions were led by experts in relevant fields, allowing participants to ask any questions regarding the cases. Participants completed pre- and post-SIMBA surveys as part of their activity on the day of simulation. They were grouped based on their country of residence as HICs and LMICs based on the 2022 World Bank Report to compare their performance, perceptions and improvements in core competencies as defined by the Accreditation Council of Graduate Medical Schools using the Chi-square test. Thematic analysis of open-ended questions was also performed.
Results: In total, 462 participants completed both the pre- and post-SIMBA surveys, of which 29.7% (n=137) were from LMICs. While participants from HICs reported better knowledge on patient management (LMIC: 77.4% vs HIC: 86.5%;P=0.01), those from LMIC reported higher improvement in professionalism (LMIC: 41.6% vs HIC: 31.1%;P=0.02). Both groups reported similar gains in patient care (LMIC: 51.8% vs HIC: 57.2%;P=0.28), systems-based practice (LMIC: 56.9% vs HIC: 47.1%;P=0.052), practice-based learning (LMIC: 72.3% vs HIC: 65.5%;P=0.15), communication skills (LMIC: 31.4% vs HIC: 25.8%;P=0.22), applying simulated topics to their practice (P=0.266), engagement (P=0.197), and overall quality of the teaching session (P=0.101). In thematic analysis, the major strengths of SIMBA over traditional methods were providing individualised, structured, and engaging sessions.
Conclusion: SIMBA improves healthcare professionals’ clinical competencies from both LMICs and HICs demonstrating that SIMBA can provide equivalent teaching experiences irrespective of country of residence. Furthermore, international accessibility due to the virtual nature of SIMBA shows potential for global scalability, especially in LMICs where it can help to provide standardised medical training and steer future global health education policy development.
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Endocrine Abstracts
ISSN 1470-3947 (print) | ISSN 1479-6848 (online)
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