Evidence map›Paper›PMID 35551653›Full record

ArticleAdvances in simulation (London, England)2022

A practical guide for translating in-person simulation curriculum to telesimulation.

Ilian Cruz-Panesso, Roger Perron, Valérie Chabot, Frédérique Gauthier, Marie-Michèle Demers, Roxane Trottier, Francis Soulières, Laetitia Juste, Shiva Gharavi, Nathalie MacDonald and 5 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Advances in simulation (London, England), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
  4. Medical Student Experiential Learning in Telesimulation.Journal of medical education and curricular development
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

15 authors.

Ilian Cruz-PanessoCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada. ilian.cruz.panesso@umontreal.ca.
Roger PerronCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.
Valérie ChabotCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.
Frédérique GauthierCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.
Marie-Michèle DemersCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.
Roxane TrottierCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.
Francis SoulièresCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.
Laetitia JusteCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.
Shiva GharaviCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.
Nathalie MacDonaldUndergraduate Medical Studies, Université de Montréal, Montreal, Canada.
Amélie RichardUndergraduate Medical Studies, Université de Montréal, Montreal, Canada.
Audrey BoivinCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.
Benoit DeligneCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.
Karine BouillonUndergraduate Medical Studies, Université de Montréal, Montreal, Canada.
Pierre DroletCenter for learning of clinical attitudes and skills (CAAHC, Centre d'Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal - Campus de Montréal, Montreal, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This article provides a road map, along with recommendations, for the adoption and implementation of telesimulation at a large scale. We provide tools for translating an in-presence simulation curriculum into a telesimulation curriculum using a combination off-the-shelf telecommunication platform. We also describe the roles and tasks that emerged within the simulation team when planning and delivering a telesimulation curriculum.

Indexed as

COVID-19SimulationStandardized patientsTeledebriefingTelesimulation

Identifiers

PMID35551653
PMCPMC9096760

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.