Debriefing for technology-enhanced simulation: a systematic review and meta-analysis

Cheng, Adam; Eppich, Walter; Grant, Vincent; Sherbino, Jonathan; Zendejas, Benjamin; Cook, David A.

doi:10.1111/medu.12432

Cited by 328 publications

(239 citation statements)

References 46 publications

(184 reference statements)

Supporting

Mentioning

221

Contrasting

Unclassified

Order By: Relevance

“…O importante no debriefing é a identificação do que pode ser melhorado [7][8][9]. Uma metanálise apontou que o acompanhamento por vídeo comparado com o sem vídeo não mostrou diferenças significativas quanto à qualidade do debriefing [10]. No ensino da anestesiologia, simuladores permitem a repetição de situações ou complicações anestésicas, que podem ser filmadas e analisadas tantas vezes quantas forem necessárias para a fixação ou aferição de conhecimentos e habilidades.…”

Section: Introductionunclassified

Uso da simulação no ensino da anestesiologia em escola de medicina

Aquino

Smania

2018

Sci Med

View full text Add to dashboard Cite

Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. DESCRITORES: educação médica; simulação; anestesia geral; anestesia local; bloqueio anestésico. ABSTRACTAIMS: To report the experience with teaching of anesthesiology to medical students in a practical and interactive way, using simulators in clinical scenarios of anesthesia with predetermined tasks. EXPERIENCE REPORT: In the Medical School of the Pontifical Catholic University of Rio Grande do Sul simulated clinical settings are used in general anesthesia and anesthetic blockage teaching. Complete equipment and drugs specific to each simulation are available. Students have direct performance in the simulator to perform in the presented situations. For each conduct, choice of drugs and doses required, filming is performed with the purpose of fixing and improving knowledge. CONCLUSIONS: Medical teaching of anesthesiology with simulators tends to be increasingly used, since it inserts the student in simulated situations close to the reality of the anesthetic process, in an interactive and attractive way without the real risk. Clinical situations of anesthesia or complications can be repeated until the fixation of knowledge and skills, before facing a situation with real patients.

show abstract

Section: Introductionunclassified

Uso da simulação no ensino da anestesiologia em escola de medicina

Aquino

Smania

2018

Sci Med

View full text Add to dashboard Cite

show abstract

“…The brief, minimally guided simulation intervention might have demonstrated even better outcomes with incorporation of elements such as repetitive practice, integration into a longitudinal curriculum, progressive levels of difficulty, and structured feedback, which have been highlighted in prior simulation studies (53,54). Feedback, and in particular structured debriefing, has increasingly been identified as a potentially important component of effective simulation-based education (33,53,55,56). Studies adding structured debriefing to simulation have demonstrated improved teamwork behavior (48,(57)(58)(59)(60), although the exact additive value of debriefing to high-fidelity simulation remains controversial (21,61).…”

Section: Original Researchmentioning

confidence: 99%

A Randomized Trial Comparing Didactics, Demonstration, and Simulation for Teaching Teamwork to Medical Residents

Semler

Keriwala

Clune³

et al. 2015

Annals ATS

View full text Add to dashboard Cite

Rationale: Effective teamwork is fundamental to the management of medical emergencies, and yet the best method to teach teamwork skills to trainees remains unknown.Objectives: In a cohort of incoming internal medicine interns, we tested the hypothesis that expert demonstration of teamwork principles and participation in high-fidelity simulation would each result in objectively assessed teamwork behavior superior to traditional didactics.Methods: This was a randomized, controlled, parallel-group trial comparing three teamwork teaching modalities for incoming internal medicine interns. Participants in a single-day orientation at the Vanderbilt University Center for Experiential Learning and Assessment were randomized 1:1:1 to didactic, demonstration-based, or simulation-based instruction and then evaluated in their management of a simulated crisis by five independent, blinded observers using the Teamwork Behavioral Rater score. Clinical performance was assessed using the American Heart Association Advanced Cardiac Life Support algorithm and a novel "Recognize, Respond, Reassess" score.Measurements and Main Results: Participants randomized to didactics (n = 18), demonstration (n = 17), and simulation (n = 17) were similar at baseline. The primary outcome of average overall Teamwork Behavioral Rater score for those who received demonstration-based training was similar to simulation participation (4.40 6 1.15 vs. 4.10 6 0.95, P = 0.917) and significantly higher than didactic instruction (4.40 6 1.15 vs. 3.10 6 0.51, P = 0.045). Clinical performance scores were similar between the three groups and correlated only weakly with teamwork behavior (coefficient of determination [R s 2 ] = 0.267, P , 0.001).Conclusions: Among incoming internal medicine interns, teamwork training by expert demonstration resulted in similar teamwork behavior to participation in high-fidelity simulation and was more effective than traditional didactics. Clinical performance was largely independent of teamwork behavior and did not differ between training modalities.

show abstract

“…20 In a systematic review on debriefing in technology enhanced simulation, Cheng et al 24 found that there were inconsistencies in the definition of what debriefing was as well as inconsistencies in describing the process of debriefing itself. None of the 177 studies reviewed consistently described the characteristics of debriefing or the characteristics of debriefing were poorly described.…”

Section: Standard 6 Of the Inacsl Standards Of Best Practicementioning

confidence: 99%

A Multi-Level Approach to Pre-Briefing and Debriefing in a Pediatric Interdisciplinary Simulation

Gray¹,

Rogers²,

Glynn³

et al. 2017

Pediatr Neonatal Nurs Open J

View full text Add to dashboard Cite

Citation ABSTRACTA unique, progressive multidisciplinary simulation was developed for a pediatric end-of life experience. In order to prepare all participants, regardless of discipline, extensive pre-briefing and reflective debriefing was developed. The project included seven evolving pediatric simulations, each one with multiple disciplines participating, over a four-week period. Key components of the pre-briefing stages included learning about the topic of end-of-life, understanding the different inter-professional roles, teamwork, and feeling comfortable with the simulation environment. Reflective debriefing was carried out in small groups immediately after the simulation with objective feedback and affirmation of interdisciplinary teamwork, skills, and communication. A second culminating debriefing also occurred which offered the students the ability to pull their experiences together and reflect and compare their perceptions to those of an actual survivor of the same disease. This project revealed to faculty the importance of using multistaged pre-briefing and debriefing in a progressive multidisciplinary pediatric simulation.

show abstract

Debriefing for technology-enhanced simulation: a systematic review and meta-analysis

Cited by 328 publications

References 46 publications

Uso da simulação no ensino da anestesiologia em escola de medicina

Uso da simulação no ensino da anestesiologia em escola de medicina

A Randomized Trial Comparing Didactics, Demonstration, and Simulation for Teaching Teamwork to Medical Residents

A Multi-Level Approach to Pre-Briefing and Debriefing in a Pediatric Interdisciplinary Simulation

Contact Info

Product

Resources

About