Lisa Daniels, BA, MD
Assistant Professor of Medicine
Emory University, United States
Disclosure information not submitted.
Nicole Herbst, MD
Fellow
Emory University School of Medicine
Atlanta, Georgia
Disclosure information not submitted.
Caroline Coleman, MD
IM resident
Emory University School of Medicine
Atlanta, Georgia
Disclosure information not submitted.
Title: A Novel, Portable Simulation Curriculum for Medical Students During the COVID-19 Pandemic
Introduction: The COVID-19 pandemic significantly disrupted medical education. Social distancing precautions discouraged in-person learning, and many simulation centers closed due to safety measures. Subsequently, we adapted the critical care simulation curriculum for fourth year medical students. We created a novel, portable, social distancing-compatible simulation model that could be performed outside of a simulation center.
Methods: The simulation was organized to represent an ICU room consisting entirely of portable materials, allowing the simulation exercise to be quickly set up in any classroom. Materials included a combination of low-fidelity features (homemade torso mannequin) and high-fidelity features such as vascular access devices (eg peripheral IVs, central lines) and airway equipment (eg oral airways, oxygenation devices, intubation tools). Realistic simulation monitors were created using Simpl Patient Monitor® App (Medical Training Anywhere) and Ventilator Simulator App® (iculearning.com). The patient monitor and ventilator simulator were displayed on a monitor using Apple® TV, and case details (labs, imaging, etc) were projected via Zoom® on a computer projector in the classroom. An instructor ran the simulation (on laptop via Zoom®, apps via phone/iPad) from outside the classroom. After completing the simulation, students debriefed with an instructor for feedback.
Results: The portable simulation setup allowed successful simulation exercises in small masked groups compatible with social distancing guidelines. Student scores on the Fundamental Critical Care Support (FCCS) final exam were higher for students using the portable simulation model (n=127), compared to the prior year (n=98) in a standard simulation center (mean 90.8 vs 88.6, p< 0.05).
Conclusions: Our novelsimulation method using accessible equipment, low-cost software, and an easily assembled homemade mannequin allowed for high quality simulations in any environment with internet capabilities and projector. This allowed the continuation of medical education during the COVID-19 pandemic in a safe and socially distanced format. There was no negative impact on final exam scores; student scores actually improved after implementation of the portable simulation model compared to a traditional simulation center.