Implementation Barriers in Telesimulation as an Educational Strategy: An Interpretative Description.

Area of Science:

• Medical Education
• Distance Learning Technologies

Background:

• Telesimulation is a distance learning method for medical trainees.
• It requires professors, students, and standardized patients for teleconsultations.
• Implementation barriers can hinder telesimulation effectiveness.

Purpose of the Study:

• To identify and describe implementation barriers of telesimulation.
• To analyze these barriers from the perspectives of professors, students, and standardized patients.
• To develop a taxonomy of these barriers in undergraduate medical education.

Main Methods:

• A telesimulation scenario was designed and implemented for undergraduate medical students.
• An online questionnaire utilizing the critical incidents technique was administered.
• The study included 18 professors, 26 standardized patients, and 407 students.

Main Results:

• A taxonomy of implementation barriers was developed, categorized into five areas: knowledge, facilities, financing, attitude, and participants.
• Subcategories within each area detail specific challenges, such as simulator use, access to facilities, staff payment, emotional acceptance, and communication.
• The findings highlight diverse perspectives on telesimulation challenges.

Conclusions:

• A multi-perspective taxonomy of telesimulation barriers can enhance implementation quality.
• This taxonomy serves as a framework for designing, implementing, and evaluating telesimulation scenarios.
• It provides educators with a structured plan to address barriers in their institutions.