Debriefing or Feedback: Exploring the Impact of Two Post-Scenario Discussion Methods in the Acquisition and Retention of Non-Technical Skills

Abstract

Introduction: There is a paucity of quantitative studies objectively comparing debriefing and feedback as methods for post-scenario discussion and its impact on healthcare teams’ acquisition and retention of non-technical skills. The main purpose of this study is to provide some insight on this research question, using a sample of medical students. A secondary objective explores students’ opinion and preference on the post-scenario discussion.Material and Methods: Forty-five medical students were distributed among 15 teams, and randomly allocated to two groups. Each team participated in three different simulated scenarios, with similar levels of difficulty and opportunities to apply specific non-technical skills: leadership, communication, and task management. To assess the acquisition and retention of skills, scenarios occurred on days one (baseline), two (acquisition) and 20 (retention). Team performance was objectively evaluated by an observer, using scenario recordings. Students individually assessed different aspects of debriefing and feedback.Results: Both debriefing and feedback groups showed similar overall increase in objective scores, with significant increase between days one and two (acquisition), and a smaller increase between days two and 20 (retention). Students indicated debriefing as the preferred discussion method.Conclusion: Debriefing and feedback are effective post-scenario discussion methods, promoting acquisition and retention of non-technical skills, by undergraduate students. Allying debriefing reflexive practice with feedback directive style, and shifting appropriately between facilitation and instruction, can be a good compromise to achieve a timely and educationally meaningful discussion.

Observational Study About the Impact of Simulation Training of Non-Technical Skills on Teamwork: Towards a Paradigm Shift in Undergraduate Medical Training

“…23 Sá-Couto et al, in a recent study, showed that debriefing after a simulation scenario improves the acquisition and retention of non-technical skills, in undergraduate students. 13 Our study assessed whether the medical students' non-technical skills and team performance in simulated trauma scenarios could be developed, trained and retained after some time. Baker et al ran a similar study in undergraduate students, from different healthcare programs (physicians, nurses, radiology department and respiratory care), testing their ability to acquire teamwork skills using team-based learning with Team STEPPS.…”

“…After each simulation, there was a structured debriefing, facilitated by the most experienced instructor. 13 All team scenarios were originally created by the last author based on the European Trauma Course model.…”

Treino de Simulação em Saúde: A Perspetiva Atual acerca das Técnicas de Discussão

“…O feedback é baseado num diálogo estruturado de informação unidirecional entre o instrutor e o formando onde se apontam os aspetos positivos e a atitudes a modificar. 1 Estão definidos quatro pontos de estruturação do processo, originando assim diferentes tipos de debriefing, nomeadamente: tempo, dinamizador, fases do processo e técnicas a ser utilizadas. 5 Relativamente ao tempo, o debriefing pode ser realizado no meio do evento ou no final.…”