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Telementoring for remote simulation instructor training and faculty development using telesimulation.

Isabel Theresia Gross1,2, Travis Whitfill1,2, Luize Auzina3

  • 1Department of Pediatrics, Yale University School of Medicine, New Haven, Connecticut, USA.

BMJ Simulation & Technology Enhanced Learning
|May 6, 2022
PubMed
Summary
This summary is machine-generated.

Remote simulation faculty development using telesimulation and telementoring can provide high-quality medical simulation training. Student-perceived debriefing quality declined as local instructors took over, indicating a need for further investigation to build sustainable expertise.

Keywords:
instructor developmentnear-peer coachingsimulationtelesimulation

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Area of Science:

  • Medical Education
  • Simulation Technology
  • Healthcare Professional Development

Background:

  • High-quality medical care relies on simulation-based training, which often faces barriers related to equipment and expertise access.
  • Technology offers solutions for connecting educators to simulation training, overcoming geographical limitations.

Purpose of the Study:

  • To explore the effectiveness of remote simulation faculty development in Latvia.
  • To assess the use of telesimulation and telementoring with an experienced debriefer located remotely in the USA.

Main Methods:

  • A prospective, simulation-based longitudinal study over 16 months.
  • Remote instructor (USA) and local instructor (Latvia) cofacilitated sessions via teleconferencing, with gradual responsibility transfer.
  • Debriefing quality was assessed using the Debriefing Assessment for Simulation in Healthcare (DASH) forms (student and instructor versions).

Main Results:

  • Eight simulation sessions were cofacilitated.
  • Instructor-assessed debrief quality (DASH-IV) remained stable (89 to 87).
  • Student-perceived debrief quality (DASH-SV) significantly decreased (median 89 to 80, p=0.005) as local instructor responsibility increased.

Conclusions:

  • Telementoring and telesimulation can facilitate high-quality debriefing in medical simulation.
  • Student-perceived quality declined during the transition to local instructors, highlighting the need for continued remote support.
  • This approach shows potential for building local simulation expertise and ensuring the sustainability of high-quality training.