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

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 the 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 goal achievement, 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.