Do Team and Individual Debriefs Enhance Performance? A Meta-Analysis

Tannenbaum, Scott I.; Cerasoli, Christopher P.

doi:10.1177/0018720812448394

Cited by 422 publications

(408 citation statements)

References 57 publications

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“…Grouping is another factor that has been cited in previous studies (Van der Meij et al, 2013;Tannenbaum & Cerasoli, 2013). Debriefing sessions can be conducted with teams or individually.…”

Section: Debriefing Strategiesmentioning

confidence: 99%

“…In the same context, Peters and Vissers (2004) emphasized group debriefing sessions in educational games that require collective learning or learning collaboratively. On the other hand, Tannenbaum and Cerasoli (2013), emphasize the alignment of levels in debriefing. According to Tannenbaum and Cerasoli (2013), there are three levels to be considered: participant level in which a debrief can be conducted either with a team or with an individual as the participants, focal level in which the focus should be considered (whether the debrief is focused primarily on improving the team as a whole or on independently improving each individual) and measurement level which involves considering whether the study measured performance at the individual level or at the team.…”

Section: Debriefing Strategiesmentioning

confidence: 99%

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How Debriefing Strategies Can Improve Student Motivation and Self-Efficacy in Game-Based Learning

Bilgin

Baek

Park³

2015

Journal of Educational Computing Research

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This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Hyungsung Park ShinGu University AbstractDebriefing is an important step in game-based learning environments. In the present study, the effect of different debriefing strategies in terms of two factors, grouping (self vs. team) and timing (in-game vs. post-game), was investigated on the motivation and self-efficacy levels of students. In a 2x2 ANOVA design, 62 sixth grade students were randomly assigned into two debriefing groups: self-debriefing and team debriefing. About half of members in each group performed either one of the two debriefing: in-game debriefing or post-game debriefing. Students in the self-debriefing as well as in the team-briefing group played the game three days a week over nine weeks. As students finished the task, motivation and self-efficacy scales were administered and semi-structured interviews were conducted. Findings indicate that students showed higher motivation and self-efficacy scores in the team debriefing than in the selfdebriefing. Moreover, the in-game debriefing group outperformed the post-game debriefing group in terms of self-efficacy and motivation levels. Semi-structured interviews supported the quantitative results that students benefited more from collaborative debriefing sessions.

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“…Grouping is another factor that has been cited in previous studies (Van der Meij et al, 2013;Tannenbaum & Cerasoli, 2013). Debriefing sessions can be conducted with teams or individually.…”

Section: Debriefing Strategiesmentioning

confidence: 99%

Section: Debriefing Strategiesmentioning

confidence: 99%

How Debriefing Strategies Can Improve Student Motivation and Self-Efficacy in Game-Based Learning

Bilgin

Baek

Park³

2015

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…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). Debriefing has similarly been successfully incorporated into didactic and demonstration-based teamwork training programs (13).…”

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

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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.

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“…For individuals, sensor-based measurement can provide real-time support for clinicians to balance their individual workload efforts and provide feedback on the quantity and quality of interactions with other clinicians or patients. For teams, sensor-based measurement can serve to augment traditional methods of team improvement, such as self-guided team reflective activities, 39,40 by providing visualization of performance patterns to aid diagnosis of performance deficits. • Information about a person's interactions, locations, activities, mood and language use coded from a relatively small sample of audio recordings (2 min/ h over a 2-day period) significantly predicted Big Five personality traits).…”

Section: Applications: Multilevel Performance Evaluation and Learningmentioning

confidence: 99%

An integrative framework for sensor-based measurement of teamwork in healthcare

Rosen

Dietz

Yang

et al. 2014

Journal of the American Medical Informatics Association

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There is a strong link between teamwork and patient safety. Emerging evidence supports the efficacy of teamwork improvement interventions. However, the availability of reliable, valid, and practical measurement tools and strategies is commonly cited as a barrier to long-term sustainment and spread of these teamwork interventions. This article describes the potential value of sensor-based technology as a methodology to measure and evaluate teamwork in healthcare. The article summarizes the teamwork literature within healthcare, including team improvement interventions and measurement. Current applications of sensor-based measurement of teamwork are reviewed to assess the feasibility of employing this approach in healthcare. The article concludes with a discussion highlighting current application needs and gaps and relevant analytical techniques to overcome the challenges to implementation. Compelling studies exist documenting the feasibility of capturing a broad array of team input, process, and output variables with sensor-based methods. Implications of this research are summarized in a framework for development of multi-method team performance measurement systems. Sensor-based measurement within healthcare can unobtrusively capture information related to social networks, conversational patterns, physical activity, and an array of other meaningful information without having to directly observe or periodically survey clinicians. However, trust and privacy concerns present challenges that need to be overcome through engagement of end users in healthcare. Initial evidence exists to support the feasibility of sensor-based measurement to drive feedback and learning across individual, team, unit, and organizational levels. Future research is needed to refine methods, technologies, theory, and analytical strategies.

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Do Team and Individual Debriefs Enhance Performance? A Meta-Analysis

Cited by 422 publications

References 57 publications

How Debriefing Strategies Can Improve Student Motivation and Self-Efficacy in Game-Based Learning

How Debriefing Strategies Can Improve Student Motivation and Self-Efficacy in Game-Based Learning

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

An integrative framework for sensor-based measurement of teamwork in healthcare

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