Comparison of oral and video debriefing and its effect on knowledge acquisition following simulation-based learning

Abstract

IntroductionLearning from simulation takes place to a large extent in debriefing; however, there is still sparse knowledge about the advantages and disadvantages of debriefing methods. 2 common forms are video-assisted and oral only debriefing. We set out to determine if there is increased knowledge acquisition for candidates undergoing video, rather than oral debriefing.MethodsSecond year doctors were randomised to a training day with oral or video feedback. Candidates underwent an emergency clinical scenario followed by feedback. The candidates completed 30 multiple choice questions related to managing common clinical emergencies presimulation and postsimulation training.ResultsThere was no significant difference in the postscore mean for the oral debriefing (128.3, SD 5.16) and video-assisted debriefing group (127.1, SD=5.96). There was significant interaction between precourse and postcourse scores with superior knowledge acquisition for candidates with lower precourse scores (p=0.008). The candidates with lowest precourse score showed significant improvement in the orally debriefed group in comparison to video debriefed group.DiscussionOur results showed that video debriefing has equivocal effect to oral debriefing. Oral debriefing provides superior knowledge acquisition to learners with lower precourse test scores.

Eye-opening facilitator behaviours: an Interaction Analysis of facilitator behaviours that advance debriefings

“…The recordings enabled asking specific and very detailed questions such as ‘ What is he doing here in the background ?’ which would have been difficult or impossible without the video. Research on video debriefing has so far not very convincingly shown beneficial effects in comparison with non-video debriefing 3 5 11–13 38 39. This study makes a contribution to our understanding about how, and during which phases, it may be worthwhile structuring discussions around the video.…”

Fundamentos metodológicos utilizados en el debriefing que fortalecen el logro de competencias en los estudiantes de enfermería

“…El docente debe estar presto a aprender durante el transcurso del debriefing; las cargas cognitivas que puede presentar son muchas, sin embargo la preparación del debriefing y la experiencia podría mitigar dichas cargas, la utilización de un co debriefing también apoya a disminuir estas cargas cognitivas; es importante el manejo de estas cargas cognitivas para https://culturacuidados.ua.es poder seguir los objetivos de aprendizaje propuestos (Cheng et al, 2015;Coggins et al, 2020;Couper et al, 2013;Farooq et al, 2017;Fraser et al, 2018).…”

Measuring teamwork for training in healthcare using eye tracking and pose estimation

“…The practical applications today are to provide educators with visualizations of existing metrics after the simulated case to use during debriefing. For example, learners may watch their parts of the recorded simulation, including the metrics, which may increase learning ( Farooq et al, 2017 ; Gordon et al, 2017 ). Recording expert teams performing challenging teamwork tasks may be used in teamwork training to set masterly learning goals and provide specific guidance during rapid cycle deliberate practice ( Barsuk et al, 2016 ; Salvetti et al, 2019 ; Ng et al, 2021 ).…”