Table 2

Themes identified through analysis of qualitative feedback of surveys

Familiarisation with infection-control workflow and procedural steps for airway management in patients with COVID-19 through in situ simulation
  • Standardised the procedure to minimise the unnecessary communication and hiccup during the intubation.’

  • Realising how our usual workflow is readily interrupted to facilitate adherence to infection control.’

  • ‘Simulation part. It reminds all of us what we should do to minimise the risk of getting infected.’

Enhancement of team communication, confidence and competence, through interprofessional training, for management of similar cases in future
  • ‘The need for constant and clear communication between the team caring for the simulated patient with COVID-19.’

    • Make us (able) to prevent infection in OT (operating theatre) (with) more confidence.’

    • ‘Encourage teamwork with participation of anaesthetist, nurses and operating theatre assistants (OTAs).’

    • ‘Involvement of different parties like nurses and OTA with reinforcement on important points.’

    • ‘Being able to interact with the other (interprofessional) participants during the simulation, and sharing experience in the debriefing.’

Enhancement of awareness to areas of contamination and practices that may put staff at risk through visualisation and debriefing
  • ‘It helps me to find out my weak point in infectious control measure and helps me to reduce the chance of making mistake in real situation.’

  • ‘Sticking (attention) labels to allow participants to be more visually aware of dirty/contaminated areas.’

  • ‘Labelling the parts that are contaminated helps raise awareness of staff in different positions. (Also providing) tips on reducing infectious risks.’

  • ‘Reinforce memories which area inside theatre will easily be contaminated.’

Facilitation of learning via video and discussion prior to simulation
  • ‘It was interactive with immediate direct feedback and discussion. The video before the simulation also made learning more effective.’

  • ‘The demonstration videos were good as it explicitly illustrated the good example and bad example to all team members including OTA and nurses, and it served as a +ve and -ve role model for all. Its sort of ‘standardised’ how things should be done and we all have an understanding as to what should and should not be done before the simulation, making the simulation more meaningful.’

  • ‘The pre-sim video helps me to have mental preparation for both of the drill and in real situations.’

Facilitation of learning via rapid cycle deliberate practice
  • Making us redo what was done sub-optimally was an effective way of learning too.’

  • Feedback and repeat are useful in consolidating the knowledge through the process.’

  • Able to practise again after feedback’.