Web-Conferenced Simulation Sessions: A Satisfaction Survey of Clinical Simulation Encounters via Remote Supervision

Abstract

Purpose: A critical barrier to expanding simulation-based instruction in medicine is the availability of clinical instructors. Allowing instructors to remotely observe and debrief simulation sessions may make simulation-based instruction more convenient, thus expanding the pool of instructors available. This study compared the impact of simulation sessions facilitated by in-person (IP) faculty versus those supervised remotely using Web-conferencing software (WebEx^®, Cisco [www.webex.com/]). Subjects and Methods: A convenience sample of preclinical medical students volunteered to “care for” patients in a simulation laboratory. Students received either standard IP or Web-conferenced (WC) instruction. WC sessions were facilitated by off-site instructors. A satisfaction survey (5-point Likert scale, where 1=strongly disagree and 5=strongly agree) was completed immediately following the sessions. Results: Forty-four surveys were analyzed (WC n=25, IP n=19). In response to the question “Was the communication between faculty and students a barrier to understanding the case?,” the average student responses were 2.8 (95% confidence interval [CI] 2.4–3.2) for WC and 4.5 (95% CI 4.0–5.0) for IP (p<0.0001). In response to the question “Would you participate again in such a session?,” the average student responses were 4.2 (95% CI 4.0–4.5) for WC and 4.9 (95% CI 4.6–5.2) for IP (p=0.0003). Both groups agreed that they acquired new skills (4.2 for WC, 4.5 for IP; p=0.39) and new knowledge (4.6 for WC, 4.7 for IP; p=0.41). Conclusions: Telecommunication can successfully enhance access to simulation-based instruction. In this study, a Web interface downgraded the quality of student–faculty communication. Future investigation is needed to better understand the impact of such an effect on the learning process and to reduce barriers that impede implementation of technology-facilitated supervision.