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University of Plymouth 
Simulated Video Consultation Session

A half-day remote work placement for health and care
practitioners and students

Welcome to your Simulated Video Consultation Service task guide.
Below is a task-by-task guide to completing your remote consultation training course.

The course consists of several preparation tasks, a live session with an actor, and final reflections; totalling approximately 4 hours of learning. You will need to allow at least 2 hours preparation time ahead of your session with the actor. Use the timetable below to manage your time, and the Learning Log to record your learning.

Task 1:
Familiarise yourself with the course structure and activity

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Task
Time Allocated
Activity
Learning Objectives
Task 1
5 mins
Read and understand your timetable
Orient yourself with the activity of the course
Task 2
5 mins
Start your Learning Log and plan your training time
Arrive well prepared for your actor session
Task 3
10 mins
Review the patient scenario
Understand the circumstances and requirements of your simulated patient appointment
Task 4
90 mins
Review the training materials provided
Acquire a better understanding of how to approach a video consultation
Task 5
30 mins
Reflect and prepare for our live simulated video consultation
Consider your approach to the appointment in relation to your discipline
Task 6
30 mins
Attend your live simulated video consultation session with an Actor
Experiential learning of your approach
Task 7
5 mins
Leave feedback on your experience of working with the actor
Reflect on the usefulness of experiential practice / service feedback
Task 8
30 mins
Reflect and record your thoughts on the future of VC
Consider both patient and professional implication of VC
Task 9
30 mins
Watch your recording
Increase self awareness
Task 10
5 mins
Complete the Learning Log and the course
Share your learning as required

Task 2:
Plan your study time

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Use your Learning Log to plan your study time, using the timetable from Task 1. You need to allow at least 2 hours to complete Tasks 1-6 before your 1:1 session.

Your Learning Log will be used to record your learning from each task in this task guide.  We recommend keeping this task guide and your Learning Log open in separate tabs throughout the training.  You will need to complete all compulsory sections of the Learning Log to achieve your certificate. Any elements related to research questions are clearly marked and optional.

On completion of the Learning Log you will receive a PDF copy for reference or upload to your organisational learning account and be able to share the recording of your simulated video consultation with a nominated reviewer of your choice.

Task 3:
Read the patient appointment scenario

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Post Covid- 19 Patient Scenario
Simulated Video Consultation Session

The patient is post COVID and has mobility problems, is tired, anxious and depressed. They are not sure which websites are good to be looking at and also have concerns about how others (work/family) perceive them. The patient may have various technology setups – some will be using laptops (with normal or wide angle camera) and some mobile phones (with a stand, or tracking device for movement, or no additional device).
 

The consultation should of course be patient-centred, listening to their concerns. There are three obligatory elements of the consultation: mobility, mental state and use of digital health. Beyond that you could use the simulated consultation to explore discipline specific issues that are likely to be relevant to a patient with long COVID- within the possibilities of a 15-20 minute consultation (30 minute session in total). The patient will know your discipline and therefore will not be surprised if you pursue those lines of discussion.

  1. The student should introduce themselves and listen to the patient’s concerns. Reassure the patient on ‘one step at a time’ in recovery; the need to try to get exercise and if possible out the house, and regain confidence to return to their previous life.
     

  2. Try to assess mobility so that the patient can see some progress over time. What is possible will depend on what space they are in. The patients have been requested to be in a space where they can move about a bit. Students could either do '5 times sit to stand' (“Please stand up straight as quickly as you can 5 times, without stopping in between, from a standard height dining chair. Keep your arms folded across your chest. I’ll be timing you with a stopwatch. Ready, begin.”) or '30 second sit to stand' (“Please stand up straight quickly as many times as you can, without stopping in between, from a standard height dining chair. Keep your arms folded across your chest. I’ll be timing you with a stopwatch. Ready, begin.”)
     

  3. To get a better idea of the patient’s ability to get around, for example to get to the kitchen themselves/look after themselves, you should ask them to get up and walk about a bit in whatever space they have available. Actors will be asked to represent patients that are able to walk safely independently (without aid or another person) but are likely to be slower, effortful, and lacking in confidence.
     

  4. Need to help patient’s anxiety and depression. Students might suggest use of https://www.nhs.uk/every-mind-matters/coronavirus/tips-to-cope-with-anxiety- lockdown-lifting/ . LINK
     

  5. You may also suggest the https://www.plymouth.ac.uk/research/telerehab rehab toolkit may be of use, both for this and other video consultations. You could have discussions about readability of websites or use of safe/trustworthy sites  (NHS).

See a session in action...

Task 4:
Review training materials (3 components)

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Resource 1
Telerehabiltation
Toolkit

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Resource 2
Covid 19

 

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Resource 3
Identifying
Trustworthy Information

Task 4-1:
Review training materials

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Resource 1
Telerehabiltation
Toolkit

Take me to the full
Telerehabilitation Toolkit

Helpful resources include:

• A video introducing the toolkit

• A video identifying tips for patients and practitioners

• Patient and practitioner resources (guide to remote appointments, digital skills for patients and practitioners, telerehab resources for practitioners)

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Task 4-3:
Review training materials

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Resource 3
Identifying
Trustworthy Information

Identifying Quality and Reliable Information Online:
 

Details available here - https://www.patients-association.org.uk/finding-trustworthy-information-online

Questions to ask:

• Who created the site?

• What is their purpose?

• Is the site up to date?

• Who reviews the site?

• Do they want personal information?

• Is the information too good to be true?

• Can you contact the creators?

• Does the site have advertisements?

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Task 5:
Plan and prepare for your consultation

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Use the questions in your Learning Log to plan and prepare for your simulated practice session with the actor.

Task 6:
Attend your simulated video consultation session

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Task 7:
Leave feedback on your session with the actor

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Please record your thoughts in your Learning Log.

Task 8:
Reflect and record your thoughts on the future video consultations

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Future: Video Consultations
 

​There is a need to reflect on the role of video consultations in patient care. Health Foundation refers to three research priorities (https://www.health.org.uk/news-and-comment/blogs/building- the-evidence-base-on-video-consultations):

• Can video consultations provide the same quality of communication as face-to-face consultations?

• Which patient groups will benefit most and least from video consultations?

• What solutions are needed to support video consultations in the long-term?

Task 9:
Watch the recording of your actor session and reflect

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Please record your thoughts in your Learning Log.

Task 10:
Learning house-keeping and service feedback

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• Choose to share your video with a nominated reviewer of your choice.

• Leave course feedback

• Leave feedback for research purposes

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You may also need to:

• Upload the PDF of your Learning Log to your University Learning Account HERE

• Print off or save your attendance certificate

Congratulations, you have completed your training!

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