Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

Abstract

Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the debriefings, short video-recorded sequences of the students' collaboration in the scenarios were shown, after which the facilitators asked the students questions about the teamwork and their performance as displayed in these sequences. The aim of the study is to show: a) how the video is consequential for the ways in which the students talk about the teamwork and their own performance; b) how the facilitators' questions guide the students' contributions and collaborative sense making of prior events. Regularly, the facilitators' questions were posed in terms of Bseeing^. The design and sequential environment of the questions made it relevant for the students to comment on how the displayed situations appeared audiovisually and how these appearances contrasted with their experiences from the situation. In this way, the video enabled the students to talk about their own conduct, including their collaboration with their peers, from a third-person perspective. The study highlights the central role of instructions and instructional questions in the debriefings, how the video was used to make the students reconceptualise their performance together with others, and the importance of contributions from fellow students.

From briefing, through scenario, to debriefing: the maritime instructor’s work during simulator-based training

“…Furthermore, while the debriefing models generally highlight the importance of reflection, analysis and discussion (e.g. Fanning and Gaba 2007;Rudolph et al 2007;Wickers 2010 ), these empirical findings show that the instructors' questions during debriefing mainly are directed towards assessment and feedback, with guidance by an instructor rather than facilitating student discussion and self-reflection in line with the results from Eikeland Husebø et al (2013) and Johansson et al (2017). Hence, it is important to stress that the debriefing models found in, for example, Fanning and Gaba (2007) or Rudolph et al (2007) are merely models.…”

“…That is, idealized and simplified pictures on how debriefing should be carried out, rather than accounts of actual debriefing practices. Taking a situated approach challenges a well-established picture of debriefing as moulding participants' experiences through self-reflection and discussion and that other aspects of debriefing are found to be more essential, such as assessment and feedback (cf: Eikeland Husebø et al 2013;Johansson et al 2017).…”

“…However, Johansson et al (2017) findings highlight that the instructor plays a decisive part in guiding the students to see the recorded events in ways that are relevant for the professions they are training for. Hence, Johansson et al (2017) show that such reflections are collaborative achievements rather than individual ones.…”

“…In health care, the use of video-assisted debriefs has been studied (see e.g. Johansson et al, 2017). Findings show how video in debriefing is used for reactualizing prior events and thus is enabling assessment of the participants conduct as well as opening up for discussions on what good work practices are (Johansson et al 2017).…”

“…Johansson et al, 2017). Findings show how video in debriefing is used for reactualizing prior events and thus is enabling assessment of the participants conduct as well as opening up for discussions on what good work practices are (Johansson et al 2017). However, Johansson et al (2017) findings highlight that the instructor plays a decisive part in guiding the students to see the recorded events in ways that are relevant for the professions they are training for.…”