Individual versus collective debriefing after interprofessional training course simulation: The randomised DEBRIEF-SIM trial

Ciceron, Floriane; Besch, Guillaume; Benkhadra, Medhi; Rouge, Jeanne-Antide; Dupont, Grégory; Avena, Christophe; Laithier, Christophe; Girard, Claude; Samain, Emmanuel; Pili-Floury, Sébastien

doi:10.1016/j.accpm.2021.100828

Cited by 3 publications

(3 citation statements)

References 30 publications

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“…Summary of the evidence: Of the 54 randomized and 10 observational studies reviewed, 19 studies focused on standard debriefing compared with other debriefing methods, [101][102][103][104][105][106][107][108][109][110][111][112][113][114][115][116][117][118][119] 6 studies compared low-fidelity to high-fidelity simulation-based training, [120][121][122][123][124][125] and 7 studies compared simulation to other learning modalities. [126][127][128][129][130][131][132] Studies included healthcare professionals and students, residents and fellows, or mixed teams.…”

Section: Discussionmentioning

confidence: 99%

“…Benefits: Debriefing was found to be superior to no debriefing, [101][102][103][104][105][106][107][108][109][110][111][112][113][114][115][116][117][118][119] but it was unclear whether 1 method of debriefing was superior over another. Improved retention of skills was reported with video-reviewed debriefing vs without.…”

Section: Discussionmentioning

confidence: 99%

“…Summary of the evidence: Of the 54 randomized and 10 observational studies reviewed, 19 studies focused on standard debriefing compared with other debriefing methods, 101–119 6 studies compared low-fidelity to high-fidelity simulation-based training, 120–125 and 7 studies compared simulation to other learning modalities 126–132 …”

Section: Methodsmentioning

confidence: 99%

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Society for Simulation in Healthcare Guidelines for Simulation Training

Stefanidis,

Cook,

Kalantar-Motamedi

et al. 2024

Sim Healthcare

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Background Simulation has become a staple in the training of healthcare professionals with accumulating evidence on its effectiveness. However, guidelines for optimal methods of simulation training do not currently exist. Methods Systematic reviews of the literature on 16 identified key questions were conducted and expert panel consensus recommendations determined using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) methodology. Objective These evidence-based guidelines from the Society for Simulation in Healthcare intend to support healthcare professionals in decisions on the most effective methods for simulation training in healthcare Results Twenty recommendations on 16 questions were determined using GRADE. Four expert recommendations were also provided. Conclusions The first evidence-based guidelines for simulation training are provided to guide instructors and learners on the most effective use of simulation in healthcare.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Society for Simulation in Healthcare Guidelines for Simulation Training

Stefanidis,

Cook,

Kalantar-Motamedi

et al. 2024

Sim Healthcare

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Nontechnical Skills for Intraoperative Team Members

Mathis

Janda

Yule

et al. 2023

Anesthesiology Clinics

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12 Remote Control: The Virtual Participant During Simulation

Sharman¹,

Woodrow-Hirst²

2021

International Journal of Healthcare Simulation

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At the onset of the COVID-19 pandemic, learner operating department practitioners (ODPs) were withdrawn from their clinical placements, thus removing their learning opportunities. This greatly affected their confidence and key knowledge. Staffordshire University adopted a blended learning approach to education for their Health and Social Care learners. This approach allowed the learners to attend campus for simulation sessions in small groups adhering toCOVID-19 guidelines of the University. This approach had some limitations; it identified a disparity in provision for those learners who were unable to attend in person due to isolating, shielding or home-schooling provisions. In response to this, we created a system using available technology to allow learners to actively participate in the simulation virtually. The virtual learners were included within the pre-brief, orientation to the equipment and surroundings, simulated sessions and post-simulation de-brief. The virtual learners were given objectives throughout the simulated session to ensure inclusivity and unity of direction, and were then included within the de-brief, which is arguably the most impactful phase of the simulation This project successfully allowed virtual learners who ordinarily would have missed the learning opportunity altogether to participate. Early feedback from the virtual learners proved this adaption successful; virtual learners reported feeling motivated and connected to the class. This approach could be adapted for future simulation sessions to ensure inclusivity for learners who are unable to attend campus.

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Individual versus collective debriefing after interprofessional training course simulation: The randomised DEBRIEF-SIM trial

Cited by 3 publications

References 30 publications

Society for Simulation in Healthcare Guidelines for Simulation Training

Society for Simulation in Healthcare Guidelines for Simulation Training

Nontechnical Skills for Intraoperative Team Members

12 Remote Control: The Virtual Participant During Simulation

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