Clinical Simulation in Complexity: Learning Based on Simulation to Innovate Medical Training (Preprint)

Abstract

<sec> <title>BACKGROUND</title> The social isolation and distancing measures which followed the COVID-19 pandemic promoted clinical telesimulation and virtual simulation as a didactic strategy for training medical students. These strategies have not yet been fully evaluated in terms of impact and acceptability. </sec> <sec> <title>OBJECTIVE</title> This study evaluates virtual simulation and telesimulation strategies applied during the pandemic from the perspective of students, professors, and experts in clinical simulation. </sec> <sec> <title>METHODS</title> A qualitative method was applied to 56 medical students studying semiology and 12 professors. The students and professors conducted clinical simulations during in-person classes assisted by information and communication technology (ICT). Follow-up was conducted for 18 months. The intervention focused on tele-simulation and in-person ICT-assisted classes. The measurements focused on students’ perceptions of the practice and of professors relating to developing skills and competence. </sec> <sec> <title>RESULTS</title> During remote debriefing, students gave simulations an average rating of 6.43/7. Measuring the competence development (generic and specific) showed a rate of 82.2% at different times during the simulation, corresponding to the 80% level of development given by professors’ evaluations in real scenarios. </sec> <sec> <title>CONCLUSIONS</title> Using a simulation-based didactic strategy in the form of ICT-assisted in-person classes prior to the practical training stage required for medical students was pertinent, efficient, and found to be favourable during the pandemic. </sec>

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