Virtual Workshops Research Articles

Can surgical skills be taught using technological advances online? A comparative study of online and face-to-face surgical skills training

IntroductionOnline teaching has rapidly emerged as a viable alternative to traditional face-to-face education. How to teach surgical skills in the online environment, however, has not yet been fully established nor evaluated.MethodsAn international 1-day online surgical skills course consisting of lectures, pre-recorded virtual workshops, live demonstrations and along with surgical skills teaching in breakout rooms was organised. Based on existing learning theories, new methods were developed to deliver skills teaching online. Simultaneously, traditional in-person surgical skills teaching was also conducted and used as a benchmark. Skills development was assessed by trained demonstrators and self-reported competency scores were compared between the online and face-to-face event.Results553 delegates from 20 different countries attended the online course. Of these, 64 were trained in breakout rooms with a 1:5 demonstrator-to-delegate ratio whilst the remaining 489 delegates participated in didactic skills development sessions. In a separate face-to-face course, 20 delegates were trained with traditional methods. Demonstrators rated the competency of delegates for suturing, tendon repair and vascular anastomosis. There was no significant difference in the competency ratings of delegates receiving online teaching or face-to-face teaching (p = 0.253, p = 0.084, p = 1.00, respectively). The development of the same skills to “articulation” were not different between formats (p = 0.841, p = 0.792, p = 1.00, respectively). Post course self-rated competency scores improved for all technical skills (p < 0.001). Small group sessions, both online and face-to-face, received higher satisfaction ratings compared to large group sessions in terms of clarity of instructions, answers to questions and demonstrator feedback. Overall feedback on teaching quality, however, was equivalent across both groups.DiscussionOnline teaching of surgical skills for early training years is an appropriate alternative to face-to-face teaching.

Food – a fact of life

Food – a fact of life

223 Development of Online Surgical Skills Education

Abstract Introduction Online teaching rapidly emerged as a viable alternative to traditional face-to-face education. However, how to teach surgical skills in the online environment has not been established nor evaluated yet. Method An international one-day online surgical skills course consisting of lectures, pre-recorded virtual workshops, live demonstrations, and surgical skills teaching in breakout rooms was organised. Simultaneously, a traditional face-to-face surgical skills teaching was held and used as benchmark. Skills development assessed by trained demonstrators and self-reported competency scores were compared between the online and face-to-face event. Results In total, 553 participants from 20 different countries attended the online course, 64 were trained in breakout rooms with a 1:5 demonstrator to candidate ratio whilst the remaining candidates participated in didactic skills development sessions. In a separate face-to-face course 20 candidates were trained with traditional methods. Post course competency ratings by demonstrators in suturing, tendon repair and vascular anastomosis were not significantly different between students receiving online breakout room or face-to-face teaching (ps&amp;gt;0.05). The development of the same skills to “articulation” were not different between formats (ps&amp;gt;0.05). Post course self-rated competency scores improved for all technical skills (p&amp;lt;0.001). Small group sessions, both online and face-to-face, received higher satisfaction ratings compared to large group sessions in terms of clarity of instructions, answers to questions and demonstrator feedback. Conclusions Online teaching of surgical skills for early training years is an appropriate alternative to face-to-face teaching with the ability to define clear learning objectives, effectively teach surgical skills and achieve similar learning outcomes.

VR and AR virtual welding for psychomotor skills: a systematic review.

Virtual reality (VR) and augmented reality (AR) continue to play an important role in vocational training in the current pandemic and Industrial Revolution 4.0 era. Welding is one of the highly demanded vocational skills for various manufacturing and construction industries. Students need to undergo many practical sessions to become skilful welders. However, conventional training is very costly in terms of material, time, and infrastructure. Hence, we explore the intervention of VR and AR in welding training, which includes the research purposes, VR and AR technologies, and welding concepts and activities. We performed a comprehensive search of articles from the year 2000 to 2021. After filtering through inclusion criteria and full-text assessment, a total of 42 articles were coded and evaluated. While there has been growth in VR and AR welding training research, there is little discussion in their effectiveness for supporting distance learning, and most studies targeted entry-level students. Our main contributions are classifying primary functions in the virtual welding workshops and their adaptation to the psychomotor domain. We hope these results can empower the research community to develop and improve the VR and AR system and evaluation instruments to support vocational training, especially during this pandemic.

An Analysis of Teachers' Capability in Implementing Online Learning During The Covid-19 Pandemic

This study aims to analyze the ability of teachers to carry out online learning during the Covid-19 pandemic. The background of the research is at SD IT Khairul Imam Medan, conducted qualitatively with analytical descriptive method. Obtaining data used interview, observation, and documentation studies. Data analysis uses reduction, data display, and verification techniques. The data was declared valid after going through the triangulation technique test. The results of this study indicate that the teacher of SD IT Khairul Imam Medan is competent (capable) in carrying out online learning during the Covid pandemic. This is indicated by (1) the school's efforts to provide virtual workshops, training, and webinars on making lesson plans (RPP); and (2) training for teachers in the use of online applications as online learning media. Furthermore, some factors support the implementation of online learning at the school, namely the provision of free wifi facilities in schools and the use of free data packages from the government for the process of implementing online learning. Even so, there are also inhibiting factors, namely unstable network access (signal) constraints, online RPP Mode that is not in accordance with the reality of its implementation, and the lack of discipline and honesty of students in carrying out assignments.

Prompting play for preschoolers with intellectual and developmental disability: A pilot investigation of an occupational therapy led virtual workshop series

ABSTRACT Evidence-based strategies for play, such as the application of systematic prompting techniques, require education and collaboration between occupational therapists and classroom educators to support implementation and carryover. Educating teachers and paraprofessionals regarding systematic prompting strategies to increase play within the classroom can work toward decreasing the play deficits experienced by students with intellectual and developmental disabilities (IDD). This pilot project investigated the immediate effects of a virtual workshop series for preschool educators on knowledge and self-efficacy of systematic prompting strategies for play. The virtual platform was implemented during the COVID-19 pandemic in order to follow health and safety protocols. Using a pretest posttest design, participants from an inclusive preschool were recruited to participate in a virtual workshop series. We found that participants demonstrated a positive and statistically significant change in both knowledge and self-efficacy. Participants were highly satisfied with the content and delivery of the workshops, however additional hands-on training to solidify their understanding was noted as an area of need. This pilot project provides a model for creation of virtual workshops, the sharing of resources as well as the value of interprofessional collaboration.

The Marine Biodiversity Observation Network Plankton Workshops: Plankton Ecosystem Function, Biodiversity, and Forecasting—Research Requirements and Applications

The Marine Biodiversity Observation Network Plankton Workshops: Plankton Ecosystem Function, Biodiversity, and Forecasting—Research Requirements and Applications

Promising practices for adapting and implementing the WHO Safe Childbirth Checklist: case studies from India and Rwanda

Background The World Health Organization (WHO) Safe Childbirth Checklist (SCC) was published in 2015 as a patient safety tool to improve facility-based childbirth care through boosting adherence with essential practices around the major causes of maternal and newborn morbidity and mortality. We brought together partners who led implementation of the SCC in India and Rwanda to: (i) contextualize the findings from surveys and interviews about SCC adaptation and implementation around the world (data published separately) with our partners’ implementation experiences in India and Rwanda, and (ii) identify promising practices for SCC implementation. Methods We identified two partners–one from Tamil Nadu, India and one from Masaka District, Rwanda–to work together in identifying key promising practices regarding the SCC based on their direct experiences and data we collected from other implementers around the world. From June-September 2020, we held 4 virtual design workshops using brainwriting exercises to explore promising practices for adaptation and implementation of the SCC. We consolidated the implementation experiences in India and Rwanda into the WHO SCC Implementation Guide phases of Engage, Launch, and Support, and included two additional phases: Project Design and Evaluation. Results We present two case studies of SCC implementation that demonstrate improved adherence with essential birth practices after implementation of the SCC. Based on the case studies, we developed promising practices according to five implementation stages: Project Design, Engage, Launch, Support, and Evaluation. Clarifying the purpose and users of the tool, applying human-centered design principles, and developing evaluation plans for the specified purpose were some promising practices that emerged. Conclusions Our partnership with direct implementers of the SCC yielded important insights about how to adapt, implement, evaluate, and sustain use of the Checklist. Such partnerships are critical in building an evidence base for promising practices regarding SCC implementation around the world.

Addressing a silent and neglected scourge in sexual and reproductive health in Sub-Saharan Africa by development of training competencies to improve prevention, diagnosis, and treatment of female genital schistosomiasis (FGS) for health workers

BackgroundSchistosomiasis is an acute and chronic disease caused by parasitic worms, that can take two main forms: intestinal or urogenital. If left untreated, the urogenital form can lead to female genital schistosomiasis (FGS) in women and girls; frequently resulting in severe reproductive health complications which are often misdiagnosed as sexually-transmitted infections (STIs) or can be confused with cervical cancer. Despite its impact on women’s reproductive health, FGS is typically overlooked in medical training and remains poorly recognized with low awareness both in affected communities and in health professionals. FGS has been described as the one of the most neglected sexual and reproductive health issues in sub-Saharan Africa (Swai in BMC Infect Dis 6:134, 2006; Kukula in PLoS Negl Trop Dis 13:e0007207; Joint United Nations Programme on HIV/AIDS (UNAIDS) 2019). Increased knowledge and awareness of FGS is required to end this neglect, improve women’s reproductive health, and decrease the burden of this preventable and treatable neglected tropical disease.MethodsWe conducted interactive virtual workshops, in collaboration with the World Health Organization (WHO), engaging 64 participants with medical and public health backgrounds from around the world to establish standardized skills (or competencies) for prevention, diagnosis, and treatment of FGS at all levels of the health system. The competencies were drafted in small groups, peer-reviewed, and finalized by participants.ResultsThis participatory process led to identification of 27 skills needed for FGS prevention, diagnosis, and management for two categories of health workers; those working in a clinical setting, and those working in a community setting. Among them, ten relate to the diagnosis of FGS including three that involve a pelvic exam and seven that do not. Six constitute the appropriate behaviors required to treat FGS in a clinical setting. Eleven address the community setting, with six relating to the identification of women at risk and five relating to prevention.ConclusionDefining the skills necessary for FGS management is a critical step to prepare for proper diagnosis and treatment of women and girls in sub-Saharan Africa by trained health professionals. The suggested competencies can now serve as the foundation to create educative tools and curricula to better train health care workers on the prevention, diagnosis, and management of FGS.

Doing without the residential component of a blended postgraduate rural medical programme during the 2020 COVID-19 pandemic in New Zealand: student perspectives

ABSTRACT Aim Rural-targeted postgraduate medical training is a key factor associated with entering rural practice. Rural health professionals often experience geographical and professional isolation, which can impact their training and education. In New Zealand, during the 2020 COVID-19 pandemic, an established distance postgraduate rural medical programme replaced its in-person residentials with virtual workshops. This study aimed to gain insights into the student experience of the virtual workshops, with emphasis on exploring the effects of the absence of an in-person component. Method Qualitative exploratory design. All students who had completed a semester one 2020 University of Otago rural postgraduate module were invited by email to participate. Fifteen semi-structured interviews were conducted by video-conference. A thematic analysis was conducted using a general inductive approach. Results Three themes captured the main issues. 1. Making sure everyone is in the same boat: the key roles of an in-person component were identified as consolidation of learning, benchmarking and connectedness. 2. Learning but not connecting: virtual workshops were well facilitated, allowed continuation of study and the convenience of staying home, however connectedness faded. 3. We’ve got to keep a human touch in a digital age: looking beyond the pandemic, opportunities for streamlining virtual content were identified, however there was concern around diminished communication and cultural aspects of learning and the absent connection with rural health services and communities. Conclusion A virtual workshop is valuable in the COVID-19 environment but does not replace an in-person component of a distance postgraduate training programme for rural medicine.

СТВОРЕННЯ ІНФОРМАЦІЙНО-ОСВІТНЬОГО СЕРЕДОВИЩА ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ЗАСОБАМИ ВІЗУАЛЬНО-ЦИФРОВОГО ПІДХОДУ ТА ТЕХНОЛОГІЙ ВЕБ 3.0

The article reveals the features of creating and using an information and educational environment for the professional training of future teachers of labor training by means of a visual-digital approach and Web 3.0 technologies. It was established that the information and educational environment of the professional training of future teachers of labor education involves the use of certain Internet technologies, namely: specialized software, virtual and augmented reality technologies, as well as virtual network workshops, the Moodle distance learning platform, GoogleDrive cloud storage with professional oriented educational components. Such an environment determines the influence on the motivational, cognitive, and activity components of the readiness of the teacher of labor training to the formation of students’ subject competencies in the technological educational field.The possibilities of using the Moodle distance learning platform in the professional training of future teachers of labor training are presented. The possibilities of video conferences in the process of forming public speaking skills among future teachers of labor training are considered. The advantages of using virtual workshops in the individual work of students have been determined. The features and advantages of using cloud technologies, in particular GoogleDrive technology, in working with large arrays of information presented on the Internet (storage and exchange of information, joint work with documents, integration of materials from cloud storage on one’s own web resource, etc.) are analyzed. The advantages of the visual-digital approach in the training of future teachers of labor training (involving virtual and augmented reality tools) are revealed.In order to implement the visual-digital approach in education, the article defines the types of work, which should be used to supplement the traditional form of organization of educational work (searching for necessary information on the Internet, working with electronic didactic materials, online seminars, chats, Internet conferences, round tables discussions, video lessons, etc.). The method of using digital learning tools in the educational process of a higher education institution is presented.

Health Psychology from a global perspective: Piloting virtual mobility workshops for Stage 1 Trainees

This report reviews a teaching project run between the MSc Health Psychology programmes at Cardiff Metropolitan University and their Transnational Education partner City Unity College, Athens. We reflect on the benefits of global exchange within Health Psychology training and discuss how virtual mobility can facilitate collaborative learning as an adjunct or alternative to in-person visits.

Abstract PO-022: Community-driven recommendations for a culturally and contextually tailored HPV campaign for Arab and Mexican communities in Brooklyn

Abstract Purpose. Uneven language access in policy implementation perpetuates health disparity for limited English proficient populations. This study engages Arab and Mexican communities in Brooklyn to identify individual, community, and health system-level determinants of HPV vaccine uptake and hesitancy and inform a multilevel and culturally tailored HPV campaign. Methods. Guided by an integrated framework of community-based participatory research and social marketing for behavior change, we are conducting semi-structured interviews with community stakeholders (target n=18; health care providers, community and faith-based leaders) and community members (target n=80; parents/caregivers and adolescents) from the Arab and Mexican American communities in Brooklyn to examine challenges and facilitators to HPV vaccination and garner recommendations for a HPV campaign. Results. To date, we interviewed 14 community stakeholders (9 Arab, 5 Mexican) and 14 parents (11 Arab, 3 Mexican); data collection is ongoing. Preliminary content analysis revealed an overall consensus that in-language HPV-related materials are lacking and translated education is needed in both communities. Both Arab and Mexican parents reported limited knowledge of HPV, including the vaccination status of their adolescents. Recommendations for a HPV campaign were organized around the 4 P's of the social marketing mix (Price, Product, Place, Promotion). For Price, the 2 communities shared restrictive norms about premarital sex, particularly for girls, and the perception that girls only should receive the HPV vaccine. For Product, they agreed that the HPV campaign should be available in-language and emphasize cancer prevention not sexually transmitted illness. Arab parents, in particular, preferred messaging that emphasizes risk reduction for their daughters after they get married and become sexually active. For Place, most participants cited doctors as ideal sources of information. They recommended different campaign dissemination strategies for parents and adolescents: virtual (e.g., Facebook) or in-person interactive workshops conducted in community-based organizations (CBOs) for parents, and social media (e.g., TikTok) for adolescents. For Promotion, all participants agreed that bilingual brochures should be available in doctors' offices and CBOs. Arab parents expressed interest in opportunities for interactive workshops to ask questions and Mexican parents suggested supplementing school-based PTA meetings with opportunities for HPV education. Social media was again mentioned by all as the ideal platform to reach adolescents. Conclusion. Preliminary findings identified low levels of knowledge on HPV and a lack of in-language education reaching these communities. To bridge these gaps and improve reach and vaccination rates, our participatory social marketing approach underscores the need for a multilevel in-language HPV campaign for Arab and Mexican communities that aligns with their cultural norms and leverages existing community assets such as CBOs, healthcare providers, and schools. Citation Format: Perla Chebli, Sonia Sifuentes, Victoria Foster, Yousra Yusuf, Abiha Kazmi, Sally Idris, Chau Trinh-Shevrin, Simona Kwon. Community-driven recommendations for a culturally and contextually tailored HPV campaign for Arab and Mexican communities in Brooklyn [abstract]. In: Proceedings of the AACR Virtual Conference: 14th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2021 Oct 6-8. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr PO-022.

Abstract PO-161: A community-based liver cancer education initiative led to healthier dietary and alcohol use behaviors among racial/ethnic minority community members

Abstract Background: There is an increasing body of literature that suggests a relationship between modifiable dietary behaviors and alcohol use and liver cancer. We designed and implemented a culturally tailored community-based education program to promote liver cancer prevention. Methods: Through NCI funded U54 TUFCCC/HC Cancer Partnership Community Outreach Core program, using CBPR approach, we engaged community-based organizations and community stakeholders serving underserved African, Asian, and Hispanic American communities in the Philadelphia metropolitan area and New York City. The community-based education incorporated in-person and virtual hybrid education workshops to address COVID-19 pandemic barriers. We conducted pre-education surveys and follow-up assessments at 6 months post-education. Participants' dietary behaviors, alcohol use, and sociodemographic characteristics were examined at both time points. Results: 526 participants were recruited including 92 African Americans, 247 Asian Americans, and 187 Hispanic Americans, with an average age of 59. We found that at 6-month follow-up assessment, participants had average decreased intake of red meat (3.148/6 vs. 2.685/6, p &amp;lt; 0.001), and average increased intake of vegetables (4.484/6 vs. 5.044/6, p &amp;lt; 0.001) and fruits (4.327/6 vs. 4.877/6, p &amp;lt; 0.001), compared to their intake at pre-education assessment. Additionally, average change in beer (-0.252) and spirit (-0.905) consumption substantively decreased from pre-intervention to 6-month follow-up assessment. Conclusion: This community-based education showed significant effects in improving healthy dietary behaviors and reducing alcohol intake among community members through CBPR community engagement from the two metropolitan areas. Future efforts are needed to sustain the positive changes in modifiable lifestyle behaviors and liver cancer prevention in these medically underserved communities. Citation Format: Tiffany Li, Wenyue Lu, Lin Zhu, Ellen Kim, Kerry Traub, Steven Zhu, Nathaly Rubio-Torio, Evelyn Gonzalez, Marilyn A. Fraser, Ming-Chin Yeh, Grace X. Ma, Olorunseun O. Ogunwobi, Yin Tan. A community-based liver cancer education initiative led to healthier dietary and alcohol use behaviors among racial/ethnic minority community members [abstract]. In: Proceedings of the AACR Virtual Conference: 14th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2021 Oct 6-8. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr PO-161.

The impact of COVID-19 on disease epidemiology, family dynamics, and social justice in Minnesota: All that you cannot see.

The COVID-19 pandemic presented a challenge to established seed grant funding mechanisms aimed at fostering collaboration in child health research between investigators at the University of Minnesota (UMN) and Children's Hospitals and Clinics of Minnesota (Children's MN). We created a "rapid response," small grant program to catalyze collaborations in child health COVID-19 research. In this paper, we describe the projects funded by this mechanism and metrics of their success. Using seed funds from the UMN Clinical and Translational Science Institute, the UMN Medical School Department of Pediatrics, and the Children's Minnesota Research Institute, a rapid response request for applications (RFAs) was issued based on the stipulations that the proposal had to: 1) consist of a clear, synergistic partnership between co-PIs from the academic and community settings; and 2) that the proposal addressed an area of knowledge deficit relevant to child health engendered by the COVID-19 pandemic. Grant applications submitted in response to this RFA segregated into three categories: family fragility and disruption exacerbated by COVID-19; knowledge gaps about COVID-19 disease in children; and optimizing pediatric care in the setting of COVID-19 pandemic restrictions. A series of virtual workshops presented research results to the pediatric community. Several manuscripts and extramural funding awards underscored the success of the program. A "rapid response" seed funding mechanism enabled nascent academic-community research partnerships during the COVID-19 pandemic. In the context of the rapidly evolving landscape of COVID-19, flexible seed grant programs can be useful in addressing unmet needs in pediatric health.

Virtual Reality Applications in CRM Training and Support

Virtual reality (VR) is transforming how companies approach customer relationship management (CRM) training and support by offering immersive, interactive experiences that enhance learning and engagement. In a field where understanding customer needs and behaviors is crucial, traditional training methods often fall short in replicating real-world scenarios. VR changes this by providing a dynamic environment where employees can practice and refine their skills in dealing with customers, from handling inquiries to resolving conflicts, all in a risk-free setting. This hands-on approach not only helps in retaining information better but also boosts confidence among trainees. Additionally, VR can simulate various customer interactions, including difficult conversations or unique situations, ensuring that CRM professionals are better prepared for any challenge they might face. Beyond training, VR also plays a role in ongoing support by offering virtual workshops, real-time feedback sessions, and even customer simulations to keep skills sharp. As companies increasingly recognize the value of personalized and effective CRM, VR offers a cutting-edge solution that aligns with modern expectations for both employees and customers. By blending technology with human-centric training, VR in CRM is not just a trend but a powerful tool that can lead to improved customer satisfaction and stronger business relationships. This approach ultimately supports a more knowledgeable, prepared, and empathetic workforce, ready to meet the demands of today’s increasingly complex customer interactions.

Virtual stakeholder engagement for transboundary water management: approach, challenges, and limitations

Water security is a complex challenge in transboundary basins: competing upstream-downstream demands and the pursuit of sovereign interests are key factors often responsible for fragmented water resource management. Designing a transboundary structure under these conditions requires common interests from which each country can benefit. On the Ruzizi River, which delimits the border between Rwanda and the Democratic Republic of Congo (DRC) upstream and between the DRC and Burundi downstream, two structures have already been built. The three riparian countries have been engaged since 1976 within the Economic Community of the Great Lakes Countries. It is through this body that the three member states decided to build a third dam to complete the cascade. TRACTEBEL is involved through a climate change resilience assessment which requires stakeholder engagement from the three countries. While stakeholder engagement is generally a difficult exercise, the process has been exacerbated by the COVID-19 epidemic. To adapt, the TRACTEBEL team proposed virtual workshops for local stakeholders, as well as the launch of a project website to encourage maximum interaction. The challenges and limitations of these solutions will be presented. This approach is the first step towards establishing a sustainable governance of the Ruzizi cascade.

Virtual Hands-On Workshops to Bring Teenage Girls to Computer Science in Uruguay: An Experience

During the last decades the presence of women in the area of Computer Science has decreased in most countries. In the last years, at the Facultad de Ingeniería (School of Engineering), Universidad de la República, Uruguay, we have carried out several activities with the goal of bringing girls closer to Computer Science area, on the occasion of Girls in ICT Day. Through these activities, we intend to eliminate certain preconceived ideas and negative stereotypes that promote girls’ distancing from careers of this area. This paper presents the experience of the three virtual workshops carried out during 2021 (in virtual modality, due to the COVID-19 pandemic), which focused on programming, data, and geographic information systems, and the analysis of a set of virtual platforms considered for each workshop.

Ultrasound virtual skills based workshop: An African experience in the COVID era

Telemedicine has emerged as a valuable tool for medical training, now more than ever. It involves exchanging healthcare or healthcare information digitally across large distances. This form of teaching has become more common due to significant advances in communication technology and increased access to the internet at more affordable costs. Isolated and poorly staffed areas are now able to access specialist review, mentorship, educational materials, and general support more efficiently than before. Typically, telemedicine is used to deliver didactic sessions and lectures and not skill sharing or training exercises. While ultrasonography is a skill typically taught at the bedside, we face a global pandemic where patient safety and standard operating procedures are prohibitive of this teaching model. Our team sought to have a practical session to determine whether practical skills can be taught through virtual training workshops as a way to mitigate these constraints. Practical stations were set up, with each station hosting an independent skill. The aim of the session was to introduce the topics to learners, to have learners visualize how the scans can be done with local setup and lastly perform these scans on volunteers to the satisfaction of the supervisors. Skills such as performing ocular ultrasound, gallbladder evaluation, and aortic aneurysm assessment were carried out on volunteers under a virtual supervisor's direction at all stations. The topics were chosen based on a previous needs assessment, and participants reported great satisfaction from the session. Ultrasound provides an excellent opportunity for virtual skill-based training, mentorship and trainee support. This commentary is directed at mostly low resource African countries with nascent Emergency Medicine programs. It also applies to organizations that support remote ultrasound skills training for emergency care providers and those that run emergency care outreach programs. These principles may also apply for other lower resource settings outside of Africa.

46 ‘Born Too Soon’ Virtual Simulation for Ambulance Services On Premature Babies Born Unexpectedly in the Community

Premature infants are at risk of death or neurodevelopmental impairment unless prompt effective care is delivered The aim of the study was to introduce a recurring virtual simulation workshop for WMAS on optimizing the initial care for vulnerable premature infants born unexpectedly in the community.Our local WMAS lead identified a training need through informal feedback from paramedics about the lack of training and confidence in dealing with premature births. Our workshop, designed to address this need, begins with an overview of prematurity. A simulation session follows, demonstrating basic Neonatal Life Support skills using equipment available to pre-hospital teams, focussing on thermoregulation. It concludes with a question-and-answer session. To enhance pre-hospital thermal care, we also put forward a successful business case for heated gel mattresses to be introduced across the WMAS and incorporated training for its use in the workshop.Two virtual training workshops have been delivered so far. In 2020, seven paramedics attended, and two completed the feedback and found the session valuable. After advertising, a second workshop was delivered in March 2021. Over 330 WMAS personnel registered, 219 attended and 132 gave feedback. There were representatives of various grades from 16 hubs across the region. Before the session, 12.2% of participants reported feeling somewhat confident/confident attending unplanned premature births of infants &lt;32 weeks’ gestation. Following the session, this improved to 66.7% of participants. Attendees commented on how ‘useful’, ‘fabulous’ and ‘fantastic’ they found the session. The sharp rise in interest in this virtual workshop confirms the training need whilst the positive feedback highlights the effectiveness of the virtual simulation workshop. With enhanced technical support, we will improve the learning experience of participants in the future. This project also led to the successful introduction of heated gel mattresses which are now carried on every WMAS ambulance. We expect that with increased staff training and confidence, the incidence of babies admitted with hypothermia following an unexpected birth in the community will improve with time. Our vision is to expand this project to other regions to empower pre-hospital staff to support premature infants born unexpectedly in the community and improve outcomes.