Utility of simulation via instant messaging – Birmingham Advance (SIMBA) in medical education during COVID-19 pandemic
journal contributionposted on 29.04.2022, 15:13 authored by Georgia Morgan, Eka Melson, Meri Davitadze, Emma Ooi, Dengyi Zhou, Thia Hanania, Wentin Chen, Lucretia Thomas, Isabel Allison, Michael Ding, Parisha Blaggan, Cai Ying Ng, Nia Evans, Emily Warmington, Eloise Radcliffe, Vina Soran, Rachel Nirmal, Kristien Boelaert, Rachel Cooney, Vinay Reddy-Kolanu, Niki Karavitaki, Shri Pathmakanthan, Wiebke Arlt, Punith Kempegowda
Background: Simulation via Instant Messaging - Birmingham Advance (SIMBA) aimed to improve clinicians' confidence in managing various clinical scenarios during the COVID-19 pandemic.
Methods: Five SIMBA sessions were conducted between May and August 2020. Each session included simulation of scenarios and interactive discussion. Participants' self-reported confidence, acceptance, and relevance of the simulated cases were measured.
Results: Significant improvement was observed in participants' self-reported confidence (overall n = 204, p<0.001; adrenal n = 33, p<0.001; thyroid n = 37, p<0.001; pituitary n = 79, p<0.001; inflammatory bowel disease n = 17, p<0.001; acute medicine n = 38, p<0.001). Participants reported improvements in clinical competencies: patient care 52.0% (n = 106/204), professionalism 30.9% (n = 63/204), knowledge on patient management 84.8% (n = 173/204), systems-based practice 48.0% (n = 98/204), practice-based learning 69.6% (n = 142/204) and communication skills 25.5% (n = 52/204).
Conclusion: SIMBA is a novel pedagogical virtual simulation-based learning model that improves clinicians' confidence in managing conditions across various specialties.
CommentsThe original article is available at https://www.rcpe.ac.uk/
Published CitationMorgan G, et al. Utility of simulation via instant messaging – Birmingham Advance (SIMBA) in medical education during COVID-19 pandemic. J R Coll Physicians Edinb. 2021;51(2):168-172.
Publication Date1 June 2021
PublisherRoyal College of Physicians of Edinburgh
- Published Version (Version of Record)