Debriefing after Simulation-Based Non-Technical Skill Training in Healthcare: A Systematic Review of Effective Practice

Garden, Alexander; Fevre, Deidre M. Le; Waddington, Hannah; Weller, Jennifer

doi:10.1177/0310057x1504300303

Cited by 110 publications

(104 citation statements)

References 56 publications

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“…In the field of simulation, the use of video-assisted debriefing is not superior to the use of non-video-assisted debriefing for the acquisition of technical and non-technical skills (18). However, regarding non-technical skills, as stated in two reviews, no study specifically analyzed the impact of the debriefing structure on learners’ perceptions and performance (19, 20). …”

Section: Discussionmentioning

confidence: 99%

Feedback in formative OSCEs: comparison between direct observation and video-based formats

Perron

Louis‐Simonet

Cerutti

et al. 2016

Medical Education Online

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IntroductionMedical students at the Faculty of Medicine, University of Geneva, Switzerland, have the opportunity to practice clinical skills with simulated patients during formative sessions in preparation for clerkships. These sessions are given in two formats: 1) direct observation of an encounter followed by verbal feedback (direct feedback) and 2) subsequent review of the videotaped encounter by both student and supervisor (video-based feedback). The aim of the study was to evaluate whether content and process of feedback differed between both formats.MethodsIn 2013, all second- and third-year medical students and clinical supervisors involved in formative sessions were asked to take part in the study. A sample of audiotaped feedback sessions involving supervisors who gave feedback in both formats were analyzed (content and process of the feedback) using a 21-item feedback scale.ResultsForty-eight audiotaped feedback sessions involving 12 supervisors were analyzed (2 direct and 2 video-based sessions per supervisor). When adjusted for the length of feedback, there were significant differences in terms of content and process between both formats; the number of communication skills and clinical reasoning items addressed were higher in the video-based format (11.29 vs. 7.71, p=0.002 and 3.71 vs. 2.04, p=0.010, respectively). Supervisors engaged students more actively during the video-based sessions than during direct feedback sessions (self-assessment: 4.00 vs. 3.17, p=0.007; active problem-solving: 3.92 vs. 3.42, p=0.009). Students made similar observations and tended to consider that the video feedback was more useful for improving some clinical skills.ConclusionVideo-based feedback facilitates discussion of clinical reasoning, communication, and professionalism issues while at the same time actively engaging students. Different time and conceptual frameworks may explain observed differences. The choice of feedback format should depend on the educational goal.

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Section: Discussionmentioning

confidence: 99%

Feedback in formative OSCEs: comparison between direct observation and video-based formats

Perron

Louis‐Simonet

Cerutti

et al. 2016

Medical Education Online

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“…Also, the long-term effects of debriefing are uncertain, according to Couper et al 13 Others have reported that the method of debriefing is more important than the timing for debriefing, 26 and debriefing by a skilled facilitator is more essential for new learning and reflective processes. 27 Cheng et al 1 recommended five issues to address for the future of debriefing training: (1) the appropriate debriefing methods, (2) the appropriate methods to teach debriefing skills, (3) the best methods to assess debriefing effectiveness, (4) to improve debriefing quality by peer feedback, and (5) to provide for the learning needs of educators by individualizing of debriefing training.…”

Section: Literature Reviewmentioning

confidence: 99%

The Importance of Debriefing in Simulation-Based Learning

Ryoo

2015

CIN: Computers, Informatics, Nursing

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Debriefing is an essential component of simulation-based learning and is a constructive teaching strategy for teachers and an effective learning method to consolidate knowledge and skills for students. The purpose of this study was to verify the importance of debriefing in simulation-based learning for students in a nursing program. Participants in this study were 49 second-year nursing students who were enrolled at the Red Cross College of Nursing in Seoul, Korea. Collected data were analyzed using χ test, t test, and independent t test statistics. There were significant differences between students in the debriefing group and those in the no-debriefing group evaluated. The level of clinical performance competency, self-reflection, and satisfaction with simulation-based learning for debriefing group students was higher than that for no-debriefing group. Debriefing was an important factor in simulation-based learning to improve technical and nontechnical skills and facilitate self-reflection. These results suggest that debriefing by a trained instructor is essential for maximizing simulation-based learning success. In absence of a trained debriefing instructor, various alternative forms of debriefing should be considered.

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“…The costs and scheduling challenges to recruiting trained instructors is a serious limitation to the implementation of simulation curricula (Rudolph, Simon, Dufresne, & Raemer, 2006). Researchers have considered alternative forms of debriefing that emphasise formative self-assessment, i.e., assessment for the purpose of learning (Eppich & Cheng, 2015;Garden, Le Fevre, Waddington, & Weller, 2015). For example, self-debriefing has been shown to be effective in improving CRM skills of individual anaesthesiology trainees during simulated crisis scenarios Garden et al, 2015;Tannenbaum & Cerasoli, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Researchers have considered alternative forms of debriefing that emphasise formative self-assessment, i.e., assessment for the purpose of learning (Eppich & Cheng, 2015;Garden, Le Fevre, Waddington, & Weller, 2015). For example, self-debriefing has been shown to be effective in improving CRM skills of individual anaesthesiology trainees during simulated crisis scenarios Garden et al, 2015;Tannenbaum & Cerasoli, 2013). Debriefing among teams without an instructor present has been found to be comparable to instructor-led debriefings to improve CRM in interprofessional teams .…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional team debriefings with or without an instructor after a simulated crisis scenario: An exploratory case study

Boet

Pigford

Fitzsimmons

et al. 2016

Journal of Interprofessional Care

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The value of debriefing after an interprofessional simulated crisis is widely recognised; however, little is known about the content of debriefings and topics that prompt reflection. This study aimed to describe the content and topics that facilitate reflection among learners in two types of interprofessional team debriefings (with or without an instructor) following simulated practice. Interprofessional operating room (OR) teams (one anaesthesia trainee, one surgical trainee, and one staff circulating OR nurse) managed a simulated crisis scenario and were randomised to one of two debriefing groups. Within-team groups used low-level facilitation (i.e., no instructor but a one-page debriefing form based on the Ottawa Global Rating Scale). The instructor-led group used high-level facilitation (i.e., gold standard instructor-led debriefing). All debriefings were recorded, transcribed, and thematically analysed using the inductive qualitative methodology. Thirty-seven interprofessional team-debriefing sessions were included in the analysis. Regardless of group allocation (within-team or instructor-led), the debriefings centred on targeted crisis resource management (CRM) content (i.e., communication, leadership, situation awareness, roles, and responsibilities). In both types of debriefings, three themes emerged as topics for entry points into reflection: (1) the process of the debriefing itself, (2) experience of the simulation model, including simulation fidelity, and (3) perceived performance, including the assessment of CRM. Either with or without an instructor, interprofessional teams focused their debriefing discussion on targeted CRM content. We report topics that allowed learners to enter reflection. This is important for understanding how to maximise learning opportunities when creating education activities for healthcare providers that work in interprofessional settings.

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Debriefing after Simulation-Based Non-Technical Skill Training in Healthcare: A Systematic Review of Effective Practice

Cited by 110 publications

References 56 publications

Feedback in formative OSCEs: comparison between direct observation and video-based formats

Feedback in formative OSCEs: comparison between direct observation and video-based formats

The Importance of Debriefing in Simulation-Based Learning

Interprofessional team debriefings with or without an instructor after a simulated crisis scenario: An exploratory case study

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