IntroductionPaediatric emergencies are stressful to manage However, safe and effective care is essential to save lives Opportunities for medical undergraduates to experience paediatric emergencies are limited, so simulation forms an important part of training When COVID-19 restrictions stopped all face-to-face teaching we developed a virtual simulation programme This training session sought to enable effective experiential learning by facilitating reflective observation and abstract conceptualisation (Kolb, 2014) MethodsA multidisciplinary team of educators filmed high fidelity simulated paediatric resuscitation which students could watch online We used a virtual classroom tool, Blackboard Collaborate, to allow students to contribute to a highly reflective debrief analysing the clinical care being delivered and associated human factors Students completed pre and post-session questionnaires and we used the interactive online whiteboard to gain immediate feedback ResultsPrior to the session, students stated they had limited experience of paediatric resuscitation and were unsure of what to expect Students felt that the session would not be a substitute for the face-to-face simulation that their peers had experienced Following the session 100% of students rated the training as relevant and 96% felt that the simulation scenario was realistic 100% of students felt the videos were effective at teaching a structured approach to paediatric resuscitation and commented that participating had helped them to understand how to apply their knowledge 91% of learners felt the debrief encouraged reflection and discussion of important learning points Some students stated this was the most interactive virtual teaching they had attended during their undergraduate training Students were very keen to do more virtual simulation sessions Discussion and ConclusionThis workshop provided students with the opportunity to gain a valuable and immersive experience of paediatric resuscitation at a time when face-to-face experiences were impossible Students observed an experienced team manage an unwell child and the faculty provided a safe space to reflect Previous research has indicated that no significant difference has been found in knowledge gained between those who observe simulation scenarios compared to those who participate in the scenario (Johnson 2019) This suggests that virtual training is a valuable alternative ReferencesJohnson BK Simulation observers learn the same as participants: The evidence Clinical Simulation in Nursing 2019;33:pp 26–34 Kolb, D A , 2014 Experiential learning: Experience as the source of learning and development FT press
PG33 Inspired by COVID-19: Leading the way with virtual undergraduate simulation