Challenges and possible solutions for simulation and technology-enhanced learning during COVID-19 outbreak in China
Approaches | Challenges | Possible solutions | |
Online learning |
| Lack of learner engagement, interaction and real-time feedback | Online group discussion via social network services (phone applications and so on) |
Course-delivery quality, technical failure | Delivery platform how-to-use manual, testing before course presentation, improve recording environment | ||
Learner progress monitoring | Precourse and postcourse assignments | ||
Mostly knowledge-based learning, not enough on clinical skills | Add sessions on virtual lab/practical learning platform (eg, http://www.ilab-x.com/) | ||
Simulation |
| Limited training resources; large number of HCWs that require training | Reuse of equipment and materials; strive for support from the leadership |
Limited qualified instructors | Design, develop of course materials and fast iterations; training and maintain homogeneous, qualified faculty team | ||
Limited time for course delivery | Devising a reasonable training scheme: reduce total training-time, allow self-paced learning, adequate grouping and scheduling | ||
Increased chance of infection | Self-protection, health check (body temperature and so on) before attending training, avoid a large group of learners attending | ||
Skill degradation over time | Allow for repeated training routines, deploy just-in-time training mechanism | ||
Systems probing |
| Seek support from hospital leadership and relevant departments (outpatient, fever clinic, department of infectious diseases, office of infectious control and so on) |
CRRT, continuous renal replacement therapy; ECMO, extracorporeal membrane oxygenation; HCW, healthcare worker; MOOCs, Massive Open Online Courses; PPE, personal protective equipmen.