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Endocrine Abstracts (2021) 75 O11 | DOI: 10.1530/endoabs.75.O11

1Georgian-American Family Medicine Clinic “Medical House”, Tbilisi, Georgia; [email protected]; 2RCSI & UCD Malaysia Campus, Penang, Malaysia; 3University of Birmingham, Birmingham, UK; 4Medical University of Plovdiv, Plovdiv, Bulgaria; 5Royal Glamorgan Hospital, Cwm Taf Morgannwg University Health Board, Rhondda Cynon Taff, UK; 6Institute of Metabolism and Systems Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK; Queen Elizabeth Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK; 7Institute of Applied Health Research, University of Birmingham, Birmingham, UK; Queen Elizabeth Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK; 8Institute of Metabolism and Systems Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK; Centre for Endocrinology, Diabetes and Metabolism, Birmingham Health Partners, Birmingham, UK; Queen Elizabeth Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK; 9Birmingham Community Healthcare NHS Trust, Birmingham, UK; Queen Elizabeth Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK; 10Institute of Immunology and Immunotherapy, University of Birmingham, Birmingham UK; Queen Elizabeth Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK; 11Ninewells Hospital, NHS Tayside, Dundee, UK; Institute of Metabolism and Systems Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK


Background: The COVID-19 pandemic restricted face-to-face teaching leading to increased use of virtual learning platforms. Launched in 2019, Simulation via Instant Messaging – Birmingham Advance (SIMBA) delivers simulation-based learning to increase clinicians’ confidence in managing various clinical scenarios.

Objective: To explore SIMBA’s effectiveness to sustain medical education in endocrinology during the pandemic.

Methods: We included five sessions on different subspecialties in endocrinology (adrenal, thyroid, pituitary, diabetes, and metabolic bone) conducted from May 2020 to February 2021. We analysed participants’ pre- and post-simulation surveys studying change in confidence on simulated case post-session and proportion change in core competencies recommended by the Accreditation Council for Graduate Medical Education (Patient Care, Knowledge, Communication Skills, Professionalism, Practice-Based Learning, Systems-Based Practice).

Results: 239 participants were included in analysis. Participants’ approach to simulated cases significantly improved following SIMBA: [overall (n=239) (p<0.001); adrenal (n=33) (p<0.001), thyroid (n=37) (p<0.001), pituitary 2.0 (n=79) (p<0.001), diabetes 2.0 (n=46) (p<0.001), metabolic bone (n=44) (p<0.001)]. SIMBA improved participants’ clinical competencies in patient care [57.3% (n=137/239)], professionalism [33.9% (n=81/239)], patient management [86.2% (n=206/239)], systems-based practice [46.0% (n=110/239)], practice-based learning [71.5% (n=171/239)], and communication skills [23.0% (n=55/239)].

Conclusions: SIMBA effectively helped to maintain continuing medical education during the pandemic through improving clinicians’ confidence in their approach to various endocrine conditions. Further studies are recommended to study the impact and change amongst participants from across countries to study the regional differences to help standardise and bring in uniformity in endocrine training.

Volume 75

ESE Young Endocrinologists and Scientists (EYES) Annual Meeting

European Society of Endocrinology 

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