Abstract
Today, residents in all disciplines are expected to be involved in not just educating themselves but in the education of others and peers as well. They are involved in a wide spectrum of teaching and instruction techniques such as case presentations, lectures, practical hands-on teaching, bedside clinical tutorials, informal discussions and simulation-based training. Simulation-based teaching has been playing an increasingly important role in both residency training as well as medical school curricula. In particular, it appeals to adult learners as it very task-driven and task-oriented, it allows for constant active engagement during role-playing in simulated scenarios and enables repetitive practice until a certain level of mastery or competency is achieved. The SingHealth residents training in emergency medicine have been collaborating with and engaging medical students from the Duke-NUS Graduate Medical School, as the two entities for a common Academic Medical Center. They share many collaborative projects and activities, research as well as educational training programmes. However, with the recent COVID-19 pandemic, both face-to-face medical teaching as well as simulation-based teaching proved to be challenging. One alternative is to move these teaching collaborations and programmes onto the online platform. This study describes the experience of emergency medicine resident-educators who conducted emergency medicine computer-based simulations (CBS) in collaboration with a group of medical students from the Duke-NUS Emergency Medicine Student Interest Group during the COVID-19 pandemic.
Highlights
This study describes the experience of emergency medicine resident-educator volunteers who conducted emergency medicine computer-based simulations (CBS) in collaboration with a group of medical students from the Emed SIG during the COVID-19 pandemic
The main focus was to continue with education and the imparting of knowledge, despite the restrictions and distancing measures imposed by the pandemic. In view that this was an initiative in education by residenteducators for the emergency medicine simulation interest group students, and it was not planned as a research proposal or study, Institutional Review Board approval was not indicated
They were provided with the delayed feedback from the students obtained through an online postparticipation survey. This can be used for the resident-educators learning portfolio as they continue to develop their teaching capabilities and repertoire. From this pilot project on CBS conducted by the resident-educators, there were many observations made
Summary
Residents in training have to fulfill multiple roles which span some five to six years. The SingHealth Emergency Medicine Residency Program’s (SHEMRP), faculty and residents, maintain a close relationship with the Duke-NUS Medical School’s Emergency Medicine Student Interest Group (Emed SIG) This relationship has bloomed multiple synergistic teaching and mentorship collaborations, of which simulation-based teaching was the best received and most popular, amongst the medical students. The residents contribute to medical students’ education via lectures, small and large group instruction, supervision, mentoring, casual conversation, discussions and even befriending [2] They tend to teach differently from faculty; usually on the job when students are embedded with them, complementary to faculty teaching sessions, helping in deconstruction of complex concepts and procedures to enhance student understanding as well as sharing, based on their own experiences when they themselves had to go through the same challenges. They grow to understand their role as clinician-educators better and with greater depth
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