Keep calm and carry on learning: using Microsoft Teams to deliver a medical education programme during the COVID-19 pandemic

Simulated Participants' Experiences and Challenges With Online and Face-to-Face Interactions During COVID-19: A Case Study in UAEU

INTRODUCTION

Direct patient contact is essential when training health professionals for future patient-centered interactions. Simulated participants (SPs) play a critical role during training; however, limited information is available about their personal perspectives. This study explored SPs at the College of Medicine and Health Sciences experiences, adaptations, and preferences regarding online and face-to-face encounters.

METHODS

After ethical approval, a qualitative research study using structured in-depth interviews was conducted online with 16 SPs, applying critical incident narratives and storytelling. Interview data were transcribed and encoded using thematic framework analysis, after which member checking was conducted to increase credibility.

RESULTS

All SPs acknowledged the benefits of online delivery models during the pandemic, including the convenience of working from home, continued clinical skills training, and personal protection from COVID infection. Participants preferred face-to-face delivery over online encounters, except for one SP, who saw no difference. Challenges included technical issues, communication problems, and lack of realism.

CONCLUSIONS

Although these results cannot be generalized, all participants acknowledged the relevance of online portrayals during the pandemic. Most preferred face-to-face delivery models for improving role-playing and enhancing personal communication to achieve better patient outcomes, while one SP had no preference. The use of concurrent online and face-to-face methods may more effectively engage SPs in simulation-based education. Before restructuring programs, further research is needed, including a deeper exploration of students' and educators' perspectives.

Pivoting Continuing Professional Development During the COVID-19 Pandemic: A Narrative Scoping Review of Adaptations and Innovations

INTRODUCTION

Most formal continuing professional development (CPD) opportunities were offered in person until March 2020 when the COVID-19 pandemic disrupted traditional structures of CPD offerings. The authors explored the adaptations and innovations in CPD that were strengthened or newly created during the first 16 months of the pandemic.

METHODS

The objectives of the narrative review were to answer the following questions: (1) what types of adaptations to CPD innovations are described? and (2) what may shape future innovations in CPD? The following databases were searched: Medline, Embase, CINAHL, and ERIC to identify the literature published between March 2020 to July 2021. The authors conducted a comprehensive search by including all study types that described adaptations and/or innovations in CPD during the stated pandemic period.

RESULTS

Of the 8295 citations retrieved from databases, 191 satisfied the inclusion criteria. The authors found three categories to describe adaptations to CPD innovations: (1) creation of new online resources, (2) increased use of the existing online platforms/software to deliver CPD, and (3) use of simulation for teaching and learning. Reported advantages and disadvantages associated with these adaptations included logistical, interactional, and capacity building elements. The review identified five potential future CPD innovations: (1) empirical research on the effectiveness of virtual learning; (2) novel roles and ways of thinking; (3) learning from other disciplines beyond medicine; (4) formation of a global perspective; and (5) emerging wellness initiatives.

DISCUSSION

This review provided an overview of the adaptations and innovations that may shape the future of CPD beyond the pandemic.

A Multidisciplinary Skull Base Board for Tumour and Non-Tumour Diseases: Initial Experiences

The skull base is the area where various cancerous and non-cancerous diseases occur and represents the intersection of several medical fields. The key is an integrated treatment by specialists of multiple disciplines. We prospectively analysed patients with a skull base disease between August 2022 and 2023 and presented to the Multidisciplinary Skull Base Board (MDT-SB), which takes place once a month hybridly (in-person and remotely). Thirty-nine patients (median age of 58.2 years) were included, of which twelve (30.8%) had a benign tumour, twelve (30.8%) had a malignant tumour, five had an infection (12.8%), and ten (25.6%) had other diseases. For each patient, at least two otorhinolaryngologists, a neurosurgeon, and a neuroradiologist, as well as an infectious disease specialist, a paediatrician, an oculoplastic surgeon, a maxillofacial surgeon, and a pathologist were involved in 10%, 8%, 8%, 3%, and 3% of cases, respectively. In fifteen patients (38%), the MDT-SB suggested surgical treatment; in fourteen (36%), radiological follow-ups; in five (13%), non-surgical treatments; in two, conservative treatments (5%); in two (5%), surgical and conservative treatments; and in one (3%), a biopsy. Non-cancerous and cancerous diseases of the skull base in adults and children should be presented to the MDT-SB, which consists of at least an otolaryngologist, a neurosurgeon, and a neuroradiologist.

A mixed-methods pilot study of a psychoeducational group programme for nurse managers during the COVID-19 pandemic

AIM

This mixed-methods pilot study aimed to measure the feasibility and acceptability of a psychoeducational group programme and determine its impact on mental well-being.

BACKGROUND

The programme was developed to promote self-care, growth and adaptive coping for nurse managers. The programme themes were resilience, insight, self-compassion and empowerment.

METHODS

The sample included 19 hospital-based nurse managers. Outcomes included post-traumatic growth, resilience, insight, self-compassion, empowerment, perceived stress, burnout and job satisfaction. Paired samples t tests were conducted to compare outcomes at baseline to follow-up. Qualitative interviews were conducted. Thematic analysis was used to code the qualitative responses by keyword, which were then aggregated into themes.

RESULTS

Participants reported higher post-traumatic growth and psychological empowerment after the intervention. The following six themes emerged most consistently from the qualitative interviews: feasibility of the programme, benefits of peer support, sources of stress, barriers to self-care, sources of strength and sustainability of effects.

CONCLUSIONS

The results support the acceptability and feasibility of the psychoeducational group programme.

IMPLICATIONS FOR NURSING MANAGEMENT

Health care organizations can support and promote the implementation of programmes to alleviate burnout and improve mental well-being amid the complex demands of nursing management (ClinicalTrials.gov: NCT04987697).

COVID-19 and the transition to virtual teaching sessions in an orthopaedic surgery training program: a survey of resident perspectives

BACKGROUND

COVID-19 has had a tremendous impact on medical education. Due to concerns of the virus spreading through gatherings of health professionals, in-person conferences and rounds were largely cancelled. The purpose of this study is the evaluate the implementation of an online educational curriculum by a major Canadian orthopaedic surgery residency program in response to COVID-19.

METHODS

A survey was distributed to residents of a major Canadian orthopaedic surgery residency program from July 10^th to October 24^th, 2020. The survey aimed to assess residents' response to this change and to examine the effect that the transition has had on their participation, engagement, and overall educational experience.

RESULTS

Altogether, 25 of 28 (89%) residents responded. Respondents generally felt the quality of education was superior (72%), their level of engagement improved (64%), and they were able to acquire more knowledge (68%) with the virtual format. Furthermore, 88% felt there was a greater diversity of topics, and 96% felt there was an increased variety of presenters. Overall, 76% of respondents felt that virtual seminars better met their personal learning objectives. Advantages reported were increased accessibility, greater convenience, and a wider breadth of teaching faculty. Disadvantages included that the virtual sessions felt less personal and lacked dynamic feedback to the presenter.

CONCLUSIONS

Results of this survey reveal generally positive attitudes of orthopaedic surgery residents about the transition to virtual learning in the setting of an ongoing pandemic. This early evaluation and feedback provides valuable guidance on how to grow this novel curriculum and bring the frontier of virtual teaching to orthopaedic education long-term.

Medical students as health workers during the COVID-19 pandemic

Background

We describe efforts at one tertiary university teaching hospital to rapidly recruit, train and deploy medical students into paid clinical support worker roles during the COVID-19 pandemic.

Methods

Recruitment was conducted by means of a single email outlining the emergent clinical situation and specifying role descriptions, terms and conditions, and temporary staff enrolment paperwork. Applicants could begin work provided they were in good standing and received departmental orientation. Student representatives liaised with teaching faculty and participating departments. Roles were modified in response to student and departmental feedback.

Results

Between 25 December 2020 and 9 March 2021, 189 students contributed 1335 shifts, providing 10 651 hours of clinical care in total. The median number of shifts worked per student was 6 (mean: 7; range: 1–35). Departmental leaders attested that the student workers eased the burden on hospital nursing teams.

Conclusion

Medical students contributed usefully and safely to the provision of healthcare within well-defined and supervised clinical support worker roles. We propose a model of working which could be adapted in the event of future pandemics or major incidents. The pedagogical value to medical students of working in clinical support roles warrants closer evaluation.

Digital communication platforms in cardiothoracic surgery during COVID-19 pandemic: keeping us connected or isolated?

During the COVID-19 pandemic, performing a surgeon's duties has become challenging while adhering to social distancing mandates. To aid in the continuity of healthcare services, rapid implementation of digital communication tools became a necessity. This is an account of experiences using digital communication platforms, namely Microsoft Teams and Zoom, for clinical and educative purposes in the field of Cardiothoracic Surgery in the UK. While enabling ongoing virtual clinical meetings, conferences and learning opportunities for residents with little face-to-face contact, are these digital communication platforms keeping us connected or isolated?

Remote learning developments in postgraduate medical education in response to the COVID-19 pandemic - A BEME systematic review: BEME Guide No. 71

BACKGROUND

Prior reviews investigated medical education developments in response to COVID-19, identifying the pivot to remote learning as a key area for future investigation. This review synthesized online learning developments aimed at replacing previously face-to-face 'classroom' activities for postgraduate learners.

METHODS

Four online databases (CINAHL, Embase, PsychINFO, and PubMed) and MedEdPublish were searched through 21 December 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction, and assessed risk of bias. The PICRAT technology integration framework was applied to examine how teachers integrated and learners engaged with technology. A descriptive synthesis and outcomes were reported. A thematic analysis explored limitations and lessons learned.

RESULTS

Fifty-one publications were included. Fifteen collaborations were featured, including international partnerships and national networks of program directors. Thirty-nine developments described pivots of existing educational offerings online and twelve described new developments. Most interventions included synchronous activities (n Fif5). Virtual engagement was promoted through chat, virtual whiteboards, polling, and breakouts. Teacher's use of technology largely replaced traditional practice. Student engagement was largely interactive. Underpinning theories were uncommon. Quality assessments revealed moderate to high risk of bias in study reporting and methodology. Forty-five developments assessed reaction; twenty-five attitudes, knowledge or skills; and two behavior. Outcomes were markedly positive. Eighteen publications reported social media or other outcomes, including reach, engagement, and participation. Limitations included loss of social interactions, lack of hands-on experiences, challenges with technology and issues with study design. Lessons learned highlighted the flexibility of online learning, as well as practical advice to optimize the online environment.

CONCLUSIONS

This review offers guidance to educators attempting to optimize learning in a post-pandemic world. Future developments would benefit from leveraging collaborations, considering technology integration frameworks, underpinning developments with theory, exploring additional outcomes, and designing and reporting developments in a manner that supports replication.

Clinical Leader Series: A Virtual Mental Well-being Initiative for Nurse Leaders During the COVID-19 Pandemic and Beyond

OBJECTIVE

A virtual mental well-being initiative was developed for nurse leaders to provide education about mental health and to teach self-care skills.

BACKGROUND

Because of substantial demand placed on nurse leaders during the COVID-19 pandemic, organizations must address stress and burnout by providing a continuum of care to include education, support, and intervention.

METHODS

All levels of nurse leaders at a multicampus healthcare system were invited to attend. Data were collected on coping, empowerment, burnout, and quality of life. Participant responses to discussion prompts were compiled and reviewed.

RESULTS

Although the independent parallel comparison did not show significant improvements, scores on the coping, empowerment, burnout, and quality-of-life measures were maintained. Discussion prompts yielded valuable insights into nurse leader experiences and session effectiveness.

CONCLUSIONS

This type of education, as well as psychological support, will continue to be needed after the pandemic due to burnout, moral injury, and primary or secondary trauma. Findings are applicable to future crisis situations.

[Impact of the Covid-19 pandemic on specialized healthcare training in a teaching center]

OBJECTIVE

Evaluation of the impact of the health crisis caused by the Covid-19 pandemic on specialized healthcare training in a teaching center.

METHODS

Cross-sectional descriptive study, by means of an electronic questionnaire sent to 167 residents in June 2020, to evaluate the burden of care, suspension of rotations and Covid-19 symptoms. The impact on the acquisition of professional competencies was measured using a four-level Likert scale (none, a little, quiet, a lot). The profile of acquired competencies was constructed and its association with the professional profile was studied using Generalized Linear Models. The qualitative approach was carried out through an open question on how it influenced their learning and the different categories were extracted through triangulation.

RESULTS

The impact on learning was important for 94.8% of the residents. A total of 81.4% left the rotations they were doing and reported high workload, loss of training opportunities, uncertainty and ethical conflicts. They appreciated significant learning in the competencies of teamwork (93.2%), professionalism (86.2%), ethics (79.9%) and communication (78%). Technical competencies were deficient. The final balance of learning was perceived as positive by 54.4%, especially residents in central services and medical specialties. A total of 67.8% felt overwhelmed at times due to fatigue-emotional impact, care overload, ethical conflicts and lack of resources.

CONCLUSIONS

The Covid-19 pandemic had an exceptional impact on specialized health care training. It is necessary to re-evaluate training programs to ensure the acquisition of the technical competencies that are lacking.

A Face-to-Face Surgical Instrumentation Course During the COVID-19 Pandemic

Objectives

Surgical instrumentation teaching is included as an essential part of surgical training in the core surgical training syllabus. Access to formal teaching is variable, and opportunities for informal teaching have been further reduced by the COVID-19 pandemic. We aimed to design a course to fulfil these local trainees' needs. A move away from face-to-face teaching has occurred successfully during the pandemic, but little literature exists on how face-to-face courses can be best designed during this time. We aimed to describe the practicalities of running a face-to-face course with COVID restrictions.

Methods

Junior doctors and nurses rotated around five stations led by theatre nurses and senior doctors, each with common instruments from different surgical subspecialties. Social distancing was observed, and level 2 personal protective equipment (PPE) was worn throughout the course. Matched pre- and post-course tests allowed evaluation of learning.

Results

The course had 20 attendees, and the test scores improved following the course by an average of 9% (p = 0.009). All attendees (100%) found the course improved their knowledge and confidence. Feedback was overwhelmingly positive, and the significant improvement in the multiple-choice question (MCQ) scores demonstrates that this was an effective method of delivering teaching despite the COVID-19 restrictions on social distancing.

Conclusion

This course shows that instrumentation training is valuable to trainees and provides a good example to other educators, showing the workings of how a practical course may be run face-to-face during the pandemic.

The Radiology Lecture Exchange (RALEX): A Virtual Visiting Professorship Platform for All

Visiting Professorships (VPs) have significant benefits for both the guest lecturer and host institution. Such opportunities increase knowledge dissemination, research collaboration, opportunities for junior faculty members, and educational material that shores up perceived weaknesses in the host institution's training program. While VPs provide these benefits, such invitations are often costly due to travel and accommodation expenses, which can be challenging for host institutions. The COVID-19 pandemic - with the forced social and work distancing - has mandated that radiologists rethink how they interact and collaborate within their department and also within the larger medical and radiology communities. Virtual platforms have become critical for communication and education, and in this altered academic environment have provided an opportunity for us to redesign how VPs are designed. The virtual VP removes many of the cost and time burdens associated with travel and even enables greater communication where it might not have been economically or time-feasible. We present a virtual Microsoft Teams (Redmond, WA) based platform for facilitating VPs in all subspecialties and for all ranks called the Radiology Lecture Exchange.

Technologies for teaching during a pandemic

The coronavirus pandemic has had a major impact on education. As a result of this crisis, instructors world-wide had to quickly adapt and shift to remote teaching. This paper presents and describes technologies (such as Microsoft Teams, Zoom, Virtual Worlds, etc.) to promote active student learning during a pandemic. It also provides general information about the coronavirus and the learning environment that it created.

Assessment of University Students on Online Remote Learning during COVID-19 Pandemic in Korea: An Empirical Study

The COVID-19 pandemic is affecting business, society, and education worldwide. In particular, it is an example of a non-face-to-face approach in commerce and education. As the pandemic has lasted for nearly two years in Korea, online remote learning has been held at universities for four semesters. There are learning management systems (LMSs) and real-time Zoom lectures for the types of online remote learning widely used at Korean universities, and students and professors are adapting with some difficulties due to the unfamiliar lecture environment. Assessment of students’ online remote learning is essential in reinforcing strengths and compensating for weaknesses. This study aimed to investigate the relationship between online remote learning quality (system quality, information quality, and service quality), flow, and learner satisfaction, and the implications are presented. A survey was conducted on 182 university students, and the structural equation model of AMOS 21.0 was used to analyze the research hypothesis. The results of the empirical analysis were as follows. First, system quality, information quality, and service quality had a positive effect on flow. Second, system quality, information quality, and service quality had a positive effect on learner satisfaction. Third, flow had a positive effect on learner satisfaction. It seems that online remote learning in university is becoming a new normal. In conclusion, the implications and limitations of this study are presented.

Responses to COVID-19 in Higher Education: Students’ Learning Experience Using Microsoft Teams versus Social Network Sites

The long-lasting impact of COVID-19 forced governments to continue with distance learning. Due to the absence of a formal digital learning management system (DLMS), public universities in many countries adopted social network sites (SNSs), e.g., Facebook and WhatsApp, and/or digital communication platforms, e.g., Microsoft (MS) Teams and Zoom for teaching and learning. This research investigates students’ learning experiences and responses to course/s incorporating SNSs and MS Teams as a sole distance learning platform during COVID-19. An online, pre-tested, questionnaire was used, directed at bachelor students in public institutions in Egypt, offering tourism and hotel programs, who received their courses using both SNSs and MS Teams. The results showed that the usage of both SNSs and MS Teams helped students to access information and learning resources, have good impact on their knowledge construction and critical refection, and report overall positive learning experience. The results of paired-samples t-test showed statistically significant differences between students’ experiences of course/s incorporating SNSs and MS Teams. However, students recorded limited support by their educators and peers and low participation in course activities that adopted MS Teams. They also reported poor assessment and feedback with course/s that incorporated SNSs. Hence, several implications for scholars, policymakers, and educators were presented for achieving better learning experience and to cope with the pandemic or similar crises, especially in universities with poor infrastructure, including unavailability of DLMS.

Technologic optimization of a virtual disease focused panel during the COVID pandemic and beyond

Since the beginning of the COVID-19 pandemic, several service fields have opted for virtual work as much as possible, in order to decrease the spread of the virus. Although several articles have now addressed the key issues in telecommunications and medical education, none have described the digital or virtual functionality of a professional society disease focused panel (DFP) or inter-institutional collaborations. This is extremely important as we believe that the virtual functioning of the DFP will be the new norm for years to come. In this article, we highlight the limitations in the functioning of DFP brought forth due to the ongoing pandemic, while also providing the digital technologic solutions to adapt and also maintain or increase its productivity.

Impact of the COVID-19 Pandemic on Nephrology Fellow Training and Well-Being in the United States: A National Survey

BACKGROUND

The coronavirus disease 2019 (COVID-19) pandemic's effects on nephrology fellows' educational experiences, preparedness for practice, and emotional wellbeing are unknown.

METHODS

We recruited current adult and pediatric fellows and 2020 graduates of nephrology training programs in the United States to participate in a survey measuring COVID-19's effects on their training experiences and wellbeing.

RESULTS

Of 1005 nephrology fellows-in-training and recent graduates, 425 participated (response rate 42%). Telehealth was widely adopted (90% for some or all outpatient nephrology consults), as was remote learning (76% of conferences were exclusively online). Most respondents (64%) did not have in-person consults on COVID-19 inpatients; these patients were managed by telehealth visits (27%), by in-person visits with the attending faculty without fellows (29%), or by another approach (9%). A majority of fellows (84%) and graduates (82%) said their training programs successfully sustained their education during the pandemic, and most fellows (86%) and graduates (90%) perceived themselves as prepared for unsupervised practice. Although 42% indicated the pandemic had negatively affected their overall quality of life and 33% reported a poorer work-life balance, only 15% of 412 respondents who completed the Resident Well-Being Index met its distress threshold. Risk for distress was increased among respondents who perceived the pandemic had impaired their knowledge base (odds ratio [OR], 3.04; 95% confidence interval [CI], 2.00 to 4.77) or negatively affected their quality of life (OR, 3.47; 95% CI, 2.29 to 5.46) or work-life balance (OR, 3.16; 95% CI, 2.18 to 4.71).

CONCLUSIONS

Despite major shifts in education modalities and patient care protocols precipitated by the COVID-19 pandemic, participants perceived their education and preparation for practice to be minimally affected.

School Students’ Perception and Challenges towards Online Classes during COVID-19 Pandemic in India: An Econometric Analysis

Due to the COVID-19 pandemic, the worldwide education system has been severely affected, following the shutdown of schools and colleges/universities since March 2020 in order to prevent the spread of the virus. Conventional classrooms shifted to online classrooms which profoundly impacted teachers’ and students’ closed interaction, making a paradigm shift in the teaching-learning process, inter alia. Against such a backdrop, it is relevant to analyze the perception of students and the challenges of online classes during this ongoing COVID-19 outbreak. The present study is based on a quantitative and sample survey approach. The respondent sample of 385 secondary school students from grades 8 to 12 in Delhi have been collected through a Google Form Questionnaire. The study was conducted in the months of January and February 2021. Statistical techniques, such as Descriptive Statistics, Chi-Square Test, Factor Analysis, Reliability Test and Logistic Regression, were used for analyzing the data. The Logistic Regression result shows that the quality of Internet, prior knowledge of ICT, family income, mother’s education and the number of rooms are positively impacting online classes. The findings of the study revealed that, on average, students have positive perceptions towards online classes during the pandemic to maintain their academic growth. Nonetheless, they experienced several challenges in online classes. Thus, the outcome of this research study will encourage policy makers and educational institutes to handle online classes in a better way, by adopting the latest techniques of online classes and by training teachers and students continuously so that the teaching–learning process becomes more enjoyable and effective during this ongoing pandemic. The government must take certain remedial measures to overcome the challenges in online classes and reduce the digital divide so that no students will be left out.

A new option for education during surgical procedures and related clinical anatomy in a virtual reality workspace

The COVID-19 pandemic and mandatory social distancing has brought challenges to anatomy educators who generally need in-person classes. The purpose of this study is to share the experience of a distant online lecture on a surgical procedure and related anatomy in a three-dimensional (3D) virtual reality (VR) workspace and to compare it with reported teaching methods, that is, an in-person class and a Zoom online class. The lecture was delivered by three authors of this article in a VR workspace that enables people to meet through VR. The lectures were about combinations of dental surgical procedures and related clinical anatomy. Physically, the attendees could have been located anywhere in the world, so lecturers joined from the United States and the attendees were all from Japan. VR environment and its flexibility enabled attendees to join the lecture actively, helping them to gain understanding of the surgical procedure and anatomy more efficiently. The use of VR technology with a live communication tool demonstrated in this study has several advantages over previous education methods, although there are still technical issues or disadvantages that need to be addressed. Development of the technology and app/software is required so that more data can be processed at higher speed. Use of VR technology with a live communication tool could be an alternative teaching method. Its overall advantages are a closer look at the slides/monitor and concurrent observation of the multiple assets in various directions by multiple attendees. These advantages cannot be achieved by any other teaching method without VR assets with the workspace provided by Spatial. Even during the mandatory social distancing due to the COVID-19 pandemic, this could enable us to foster 3D understanding of surgery and related anatomy. Further study is now needed to evaluate the effectiveness of this newly proposed teaching method by comparing it with traditional in-person and online classes with a live communication tool.

Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study

The educational system across the world has immensely been affected due to outbreak of COVID-19; it forced the shut down of educational institutions, which adversely affected student fraternity across the globe. Due to its contagious nature, COVID-19 demanded containment and enforced isolation that tremendously affected personal interaction of teachers and students. In the absence of traditional classroom teaching and one-to-one interaction, computer-based learning has emerged as closest substitute for off-line teaching. Against such a backdrop, it is pertinent to examine the students’ perception and readiness about online-learning system adopted at the university level during the ongoing COVID-19 pandemic. For the present study, the quantitative approach has been adopted and responses from 184 university students of National Capital Territory (NCT) of Delhi, India namely Delhi University, Jamia Millia Islamia (Central University) and Guru Gobind Singh Indraprastha University are collected through online questionnaire. This research study was conducted during June–August 2020. The findings of the study reveal students’ positive perception towards e-learning and thus acceptance of this new learning system. It has also empirically demonstrated the significance of e-learning in the time of COVID-19 crisis. In fact, e-learning has emerged as a new way of enhancing the learning process where social media may further improve the learning output. The findings of the study will facilitate educational institutions and policy makers to take this online-learning process to the next level in a better way.

Rapid implementation of Microsoft Teams in response to COVID-19: one acute healthcare organisation's experience

Background COVID-19 presented significant challenges to healthcare organisations, which needed to rapidly remodel their services but were unable to allow staff to meet face to face to minimise infection risk. During this communication predicament, National Health Service (NHS) Digital announced the provision of Microsoft Teams, a digital communication and collaboration tool, which was implemented at Royal Free London NHS Foundation Trust within 2 weeks.Method Given the need to deploy at scale, rapidly and with minimal resource, an agile decentralised innovation management approach was used, empowering staff to be local implementors.Results Resulting use cases were highly original and varied, ranging from a COVID-19 Education Programme to coordination of oxygen demand. Analytics showed rapid and persistent adoption, surpassing 500 daily active users within 11 days. Usage continues to increase, consistent with a direct network effect.Conclusion These findings suggest a high demand for this format of communication and high willingness to adopt it. Further qualitative research into staff perceptions would be valuable to confirm this, and to assess the user experience.Overall, this has been a radical approach to digital implementation in healthcare, and has so far proved effective in delivering a cost minimal, rapid communication tool at scale in the midst of a global pandemic.