P41 The use of live video streaming (LVS) as a technological innovation for paediatric simulation events

Abstract

Background Simulation learning is well embedded in paediatric medical emergencies and has good evidence to support its use. Calhoun, Sigalet, Burns and Auerbach (2016) have argued that simulation for paediatric healthcare is integral to the profession and is needed in different ways, in increasing complexity, at different levels of the undergraduate paediatric curricula. However, some pragmatic consideration is needed. Only a limited number of students can directly visualise the mannequin in most simulation events.Therefore, a new way to be part of the simulation event is suggested, that of the use of a Live Video Streaming (LVS) strategy may prove useful and pedagogically sound. Summary of work Streaming is the name for the technology that allows the transmission of audio and/or video data as a continuous media flow to an end-user. The use of LVS is relatively new in simulation learning and teaching and the literature is therefore, scant. However, in some categories of learning, the viewing of motion has been shown to facilitate understanding of subjects (Wisher and Curnow, 1999). Therefore, this use of an LVS environment was piloted in an undergraduate CYP Nursing curriculum, to evaluate feasibility and educational appropriateness. Summary of results Although a proprietary software, Echo 360™, was used for this evaluation, other software could have been used.The selected software provided an excellent opportunity to live streaming at a good quality level with two cameras recording at the same time. Therefore, students could simultaneously watch the simulation from two different angles and have a broader view of what happened during the scenarios. Moreover, Echo360 allowed live streaming as well as re-play of the recording which was useful, especially for debriefing purposes. Live streaming allowed an immersive participation of all the students without having the necessity to be physically in the simulation environment. Discussion and conclusions The use of a LVS environment can be supported by reflecting on the cognitive aspects of viewing comprehension. It could be argued that the key aspect of any simulation tool is how it presents information. Different simulation strategies present information in different ways and there is good evidence to support the use of this medium as one of a spectrum of paediatric simulation tools. Therefore, this use of LVS as a paediatric simulation tool may support the use of a wider participant for increasing cohorts of trainees. References Calhoun AW, Sigalet E, Burns R, Auerbach M. Simulation along the pediatric healthcare education continuum. In: Grant VJ, Cheng A (eds.), Comprehensive healthcare simulation: Pediatrics 2016. Springer: 167–79. Wisher RA, Curnow CK. Perceptions and effects of image transmissions during internet-based training. American Journal of Distance Education1999;13(3):37–51.