McCoy et al., 201733. McCoy CE, Sayegh J, Alrabah R, Yarris LM. Telesimulation: an innovative tool for health professions education. AEM Educ Train [Internet]. 2017 [cited 2021 Sep 22];1(2):132‐6.Available from: https://doi.org/10.1002/aet2.10015 https://doi.org/10.1002/aet2.10015...
United States. |
Compare the effectiveness of telesimulation with face-to-face simulation. Cardiac arrest scenarios. |
Clinical, randomized study. Medical students. Assessment of cognitive and affective skills. |
Randomization of 32 students divided into a control group (traditional simulation) and an intervention group (telesimulation). The intervention group observed the scenario through a live television connection to the internet. There was no significant difference regarding knowledge of groups and preference for modalities. Although both modalities have positive effects for learning, telesimulation provides benefits in the absence of face-to-face resources. Level of evidence: 2 |
McCoy et al., 201977. McCoy CE, Alrabah R, Weichmann W, Langdorf MI, Ricks C, Chakravarthy B, et al. Feasibility of Telesimulation and Google Glass for Mass Casualty Triage Education and Training. West J Emerg Med [Internet]. 2019 [cited 2021 Sep 22];20(3):512-9.Available from: https://doi.org/10.5811/westjem.2019.3.40805 https://doi.org/10.5811/westjem.2019.3.4...
United States |
Evaluate the feasibility of telesimulation. Pre-hospital emergency scenarios. |
Intervention study. Doctors; nurses; paramedics; pharmacists; educators and administrators. Assessment of affective skills. |
The telesimulation was based on a mass accident scenario in the pre-hospital environment. Content and study materials were delivered using telecommunication resources. Standardized patients and high-fidelity mannequin simulation were combined. The teledebriefing was carried out. All 32 participants provided a favorable response to telesimulation and reported that this experience added educational value. This study demonstrated the success of a medical emergency triage course using telesimulation. Level of evidence: 3 |
Naik et al., 202011. Naik N, Finkelstein RA, Howell J, Rajwani K, Ching K. Telesimulation for COVID-19 ventilator management training with social-distancing restrictions during the coronavirus pandemic. Simul Gaming [Internet]. 2020 [cited 2021 Sep 22];51(4):571-7.Available from: https://doi.org/10.1177/1046878120926561 https://doi.org/10.1177/1046878120926561...
United States. |
Evaluate the effectiveness of a telesimulation. Mechanical ventilator management scenario in patients with COVID-19. |
Intervention study. Doctors; nurses and nursing faculty. Assessment of affective skills. |
A telesimulation was developed using a high fidelity simulator, locally operated by a tablet. Vital signs were displayed on a monitor, and a test lung was positioned over the dummy’s chest, connected to a mechanical ventilator to mimic lung compliance. A portable camera system was used to provide real-time images of the ventilator and monitor, and each group of students formed a virtual care team. A 20-minute teledebriefing was held. Students found telesimulation useful and similar to traditional simulation. Level of Evidence: 3 |
Yang et al., 20211717. Yang T, Buck S, Evans L, Auerbach M. A Telesimulation Elective to Provide Medical Students With Pediatric Patient Care Experiences During the COVID Pandemic. Pediatr Emerg Care [Internet]. 2021 [cited 2021 Sep 22];37(2):119-22. Available from: https://doi.org/10.1097/pec.0000000000002311 United States. |
Describe the implementation of a telesimulation. Pediatric emergency scenario. |
Descriptive study with a qualitative approach. Medical students. Assessment of affective skills. |
Telesimulation sessions brought together participants from different locations via personal computer, phone or tablet. A professional actor played the role of the father, using a virtual background to display images of a pediatric patient. An actress played the role of a nurse and conveyed the patient’s clinical status. A facilitator led the pre-briefing. The students were divided into two teams. While one team actively cared for the patient, the other team observed and participated in the teledebriefing. Ninety percent of the students were comfortable and confident with the subject after the tele-simulation, in addition to demonstrating satisfaction with this teaching modality. Level of evidence: 6 |
O’Era et al., 20211818. O’Era A, Ferreira C, Hnatyshyn T, Krut B. Family nursing telesimulation: Teaching therapeutic communication in an authentic way. Teach Learn Nurs [Internet]. 2021 [cited 2021 Sep 22];16(4):404-9.Available from: https://doi.org/10.1016/j.teln.2021.06.013 https://doi.org/10.1016/j.teln.2021.06.0...
Canada |
Describe the application of a telesimulation. Therapeutic care for a family scenario. |
Descriptive study with a mixed approach. Nursing students. |
A total of 101 nursing students provided care for a family through telesimulation. Each event lasted 10 minutes of pre-briefing/briefing, 20 minutes of scenario and 40 minutes of teledebriefing. A telecommunication tool was used to connect students, patients and facilitators. The simulated patients played the roles of family members. 56% of students completed the online assessment and appreciated this teaching strategy. Telesimulation supported students’ ability to practice their decision making. Level of evidence: 6 |
Kurji et al., 20211919. Kurji Z, Aijaz A, Aijaz A, Jetha Z, Cassum S. Telesimulation Innovation on the Teaching of SPIKES Model on Sharing Bad News. Asia Pac J Oncol Nurs [Internet]. 2021 [cited 2021 Sep 22];8(6):623-7.Available from: https://doi.org/10.4103/apjon.apjon-20108 https://doi.org/10.4103/apjon.apjon-2010...
Pakistan |
Describe the implementation of a telesimulation. Communicating bad news scenario. |
Descriptive study with a qualitative approach. Nurses. Assessment of cognitive and affective skills. |
A telesimulation module provided its theoretical component on communicating bad news via PowerPoint with an online communication challenge. Nursing students were invited to be simulated patients. The 141 interns were divided into seven discussion groups in which each one was accompanied by an instructor. Students were divided into pairs to interact with the simulated patient. Faculty and interns took notes of their observations for the teledebriefing. The interns rated the activity within the parameters of good to excellent and the learning experience as positive and engaging. Telesimulation is an innovative and useful tool for teaching communication skills. Level of evidence: 6 |
Gutierrez-Barreto et al., 20212020. Gutierrez-Barreto SE, Argueta-Muñoz FD, Ramirez-Arias JD, Scherer-Castanedo E, Hernández-Gutiérrez LS, Olvera-Cortés HE. Implementation Barriers in Telesimulation as an Educational Strategy: An Interpretative Description. Cureus [Internet]. 2021 [cited 2021 Sep 22];13(9):e17852.Available from: https://doi.org/10.7759/cureus.17852 https://doi.org/10.7759/cureus.17852...
Mexico. |
Identify the barriers to implementing telesimulation in medical graduation. Prenatal consultation scenario. |
Descriptive study with a qualitative approach. Medicine students. Assessment of affective skills. |
The study sample consisted of 18 professors, 26 standardized patients and 407 students. There was a pre-briefing (10 minutes), simulated scenario (20 minutes) and teledebriefing (30 minutes). The simulation addressed a standardized patient and a videoconferencing platform. The scenario consisted of a prenatal consultation. Teledebriefing was conducted. A taxonomy of five telesimulation barriers was structured: knowledge; installations; financing; attitude and participants. The description of the barriers can improve the quality of the telesimulation. Level of evidence: 6 |
Thomas et al., 202144. Thomas A, Burns R, Sanseau E, Auerbach M. Tips for conducting telesimulation-based medical education. Cureus [Internet]. 2021 [cited 2021 Sep 22];13(1):e12479.Available from: https://doi.org/10.7759/cureus.12479 https://doi.org/10.7759/cureus.12479...
United States. |
Describe 12 tips on how to implement telesimulation. |
Descriptive study. Medicine Students. |
Twelve recommendations were described: (1) selection of the telesimulation classification; (2) consideration of telesimulation limitations; (3) identification of learning objectives; (4) identification of audiovisual materials; (5) preparation of faculty, staff, and telesimulation testing; (6) student preparation, including pre-briefing; (7) allowing “timeouts” during the pre-briefing; (8) establishing team and communication roles; (9) debriefing preparation; (10) involvement of silent participants; (11) sharing additional learning resources; (12) feedback collection. Although telesimulation does not replace face-to-face simulation, it can be used to actively engage participants and serve as a pedagogical alternative. Level of evidence: 6 |
Diaz; Walsh, 202188. Diaz MCG, Walsh BM. Telesimulation-based education during COVID-19. Clin Teach [Internet]. 2020 [cited 2021 Sep 22];18(2):121-5.Available from: https://doi.org/10.1111/tct.13273 https://doi.org/10.1111/tct.13273...
United States |
Analyze the criteria for developing telesimulations. |
Descriptive study. Students and health professionals. |
This study presented criteria for the development of telesimulation: (1) needs assessment; (2) learning outcomes; (3) equipment; (4) practice; (5) pre-briefing; (6) facilitators; (7) teledebriefing; (8) feedback. Telesimulation as an educational platform is evolving and can be considered an interactive and exciting way to learn. Level of evidence: 6 |