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PG53 Table 1Examples of learning points identified Learning points Technical skills Need to meticulously check tubing connections to avoid inadvertent disconnections Non-technical skills Need to project voice whilst wearing personal protective equipment (PPE) Infection control Contamination occurred whilst doffing (due to crowding around bins) Policy/checklist design Policy needed for decontaminating videolaryngoscope post intubation Equipment ED cubicles had only one oxygen outlet: not possible to pre-oxygenate on CPAP and switch to water’s circuit without prolonged disconnection RecommendationsOur experience supports the use of in situ simulation for rapid staff training, as well as timely testing and refinement of new systems prior to clinical use in the context of the COVID-19 pandemic ReferenceKobayashi L, Shapiro MJ, Sucov A, Woolard R, Boss RM, Dunbar J, Sciamacco R, Karpik K and Jay G Portable advanced medical simulation for new emergency department testing and orientation Acad Emerg Med 2006;13(6):pp 691–5 Patterson MD, Geis GL, Falcone RA, LeMaster T and Wears RL In situ simulation: detection of safety threats and teamwork training in a high risk emergency department BMJ Qual Saf 2013;22(6):pp 468–77
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