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1. The Covid 19 Pandemic learning strategy: From traditional simulation to online simulation

ABSTRACT
Introduction: In Tunisia, during the COVID-19 pandemic, face-to-face teaching was replaced by online teaching.
Aim: This study aimed to compare three teaching periods: face-to-face teaching in October 2020, screen-based simulation in November 2020
and screen-based simulation in April 2021.
Methods: It was a comparison of the three periods of face-to-face teaching “October 2020” versus online teaching “November 2020” versus“April 2021” online teaching using Chi-square and Fisher Exact test when appropriate for categorical variables and Analysis of Variance (ANOVA) for quantitative variables. During the April 2021 period, we introduced knowledge assessment through pre- and post-tests. The interactivity was facilitated by the questions and answers with the “Google forms” and the simulation session performed by the facilitator guided by remote learners. The main criterion was “Overall satisfaction”.
Results: Face-to-face teaching was superior to online teaching using screen-based simulation in terms of overall satisfaction, educational goalachievement, behavior change and recommendation.
The online teaching in April 2021 was superior to the online teaching in November 2020 in terms of satisfaction and recommendation rates.
This was probably due to the interactivity of the Google forms questionnaire and the simulation by the facilitator guided by remote learners.
Conclusion: Face-to-face teaching was superior to online teaching in terms of overall satisfaction, educational goals achievement, behavior
change and recommendation.

2. Low fidelity simulation versus standardized patient for teaching peripheral venous cannulation for nursing students : A crossover randomized trial

ABSTRACT

Background: The placement of a peripheral venous cannulation is a procedure that all healthcare providers must be able to perform.
Aim: This study compared two simulation techniques of a peripheral venous cannulation (VC): low fidelity simulation (LFS) versus standardized patient (SP) in terms of efficiency.
Methods: This crossover randomized trial compared LFS to SP in VC placement for 2nd year nursing students from the Honoris United Universities. Each student performed the VC on both the manikin’s arm and the SP in random order. The main outcome measure was successful of VC after the second attempt. The secondary
outcome measures were time to successful of VC, number of attempts, adherence to asepsis (Registered protocol number:PACTR202111766112898).
Results: One hundred sixty learners were needed (a=b=5%, 20% difference between the two techniques and 53% for SC). We enrolled 172 students. No statistical difference was found concerning the main outcome measure: 135 (78.5%) versus 138 (80.2%) for respectively LFS versus SP (p:0.689), nor for the secondary outcome measures. Six out of nine non-technical skills variables had a statistically significant difference infavor of SP.
Conclusion: No statistical difference was found concerning the main and secondary outcome measures.
Registration: Registered protocol number: Pan African Clinical Trials register (PACTR202111766112898)