The Effectiveness of Video-Assisted Debriefing Versus Oral Debriefing Alone at Improving Neonatal Resuscitation Performance

Sawyer, Taylor; Sierocka-Castaneda, Agnes; Chan, Debora S.; Berg, Benjamin W.; Lustik, Mike; Thompson, Mark

doi:10.1097/sih.0b013e3182578eae

Cited by 107 publications

(68 citation statements)

References 29 publications

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“…5 Therefore, the use of adjuncts during debriefing, such as video playback and quantitative performance data, has promise in improving outcomes in simulated and clinical contexts. 25,33,[40][41][42] Clinicians in ED, neonatology, and trauma care have implemented real-time video capture of resuscitation events in the clinical environment as part of local quality programs. [43][44][45][46][47][48][49][50][51] Nadler et al 25 demonstrated that including video recordings of neonatal resuscitations in debriefings improved teamwork in future neonatal resuscitations.…”

Section: Debriefing In the Emergency Department After Clinical Eventsmentioning

confidence: 99%

Debriefing in the Emergency Department After Clinical Events: A Practical Guide

Kessler

Cheng

Mullan

2015

Annals of Emergency Medicine

161

139

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Section: Debriefing In the Emergency Department After Clinical Eventsmentioning

confidence: 99%

Debriefing in the Emergency Department After Clinical Events: A Practical Guide

Kessler

Cheng

Mullan

2015

Annals of Emergency Medicine

161

139

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“…42 Video-assisted debriefing: 1 randomized study compared the effectiveness of video-assisted debriefing to oral debriefing alone in the context of simulated neonatal resuscitation and found small or negligible effects favoring video-assisted debriefing for time skills (N = 30, ES = 0.12) and nontime skills (ES = 0.27). 43 …”

Section: Figurementioning

confidence: 99%

“…[26][27][28][29][30][31][32] We narratively discuss the other studies with nonrecurrent themes. [33][34][35][36][37][38][39][40][41][42][43] …”

Section: Synthesis: Comparison Of Simulation Versus Other Types Of Tesmentioning

confidence: 99%

Technology-Enhanced Simulation and Pediatric Education: A Meta-analysis

et al. 2014

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BACKGROUND AND OBJECTIVE: Pediatrics has embraced technologyenhanced simulation (TES) as an educational modality, but its effectiveness for pediatric education remains unclear. The objective of this study was to describe the characteristics and evaluate the effectiveness of TES for pediatric education.METHODS: This review adhered to PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) standards. A systematic search of Medline, Embase, CINAHL, ERIC, Web of Science, Scopus, key journals, and previous review bibliographies through May 2011 and an updated Medline search through October 2013 were conducted. Original research articles in any language evaluating the use of TES for educating health care providers at any stage, where the content solely focuses on patients 18 years or younger, were selected. Reviewers working in duplicate abstracted information on learners, clinical topic, instructional design, study quality, and outcomes. We coded skills (simulated setting) separately for time and nontime measures and similarly classified patient care behaviors and patient effects. RESULTS:We identified 57 studies (3666 learners) using TES to teach pediatrics. Effect sizes (ESs) were pooled by using a random-effects model. Among studies comparing TES with no intervention, pooled ESs were large for outcomes of knowledge, nontime skills (eg, performance in simulated setting), behaviors with patients, and time to task completion (ES = 0.80-1.91). Studies comparing the use of high versus low physical realism simulators showed small to moderate effects favoring high physical realism (ES = 0.31-0.70).CONCLUSIONS: TES for pediatric education is associated with large ESs in comparison with no intervention. Future research should include comparative studies that identify optimal instructional methods and incorporate pediatric-specific issues into educational interventions.

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“…Results in the literature are mixed concerning the effectiveness and appreciation of peer oral feedback compared with expert oral feedback (Burgess & Mellis, 2015;English et al, 2006;Krause et al, 2017;Yeh et al, 2015). In addition to the debriefing process, reviewing one's performance using a video may be a useful instructional supplement, but the literature regarding the effectiveness of video-enhanced learning is inconclusive (Birnbach et al, 2002;Farquharson et al, 2013;Oseni et al, 2017;Ruesseler et al, 2017;Savoldelli et al, 2006;Sawyer et al, 2012). Ten Cate et al stated that peer-assisted learning offers educational value to students on their own cognitive level, and it creates a comfortable and safe educational environment to enhance the efficiency of the learning process (Ten Cate & Durning, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Some studies have demonstrated that video feedback is a potent and efficacious teaching instrument (Birnbach et al, 2002;Farquharson, Cresswell, Beard, & Chan, 2013;Oseni et al, 2017;Ruesseler, Sterz, Bender, Hoefer, & Walcher, 2017), while others found no significant effect (Byrne et al, 2002 Sawyer et al, 2012) or, in some cases, a worse outcome in comparison to oral feedback alone (Savoldelli et al, 2006). However, video feedback combined with peer or expert feedback improved students' communication skills (Krause, Schmalz, Haak, & Rockenbauch, 2017).…”

Section: Introductionmentioning

confidence: 99%

Influence of Expert Video Feedback, Peer Video Feedback, Standard Video Feedback and Oral Feedback on Undergraduate Medical Students’ Performance of Basic Surgical Skills

Lehmann¹,

Sterz²,

Stefanescu³

et al. 2018

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Purpose: In daily clinical practice, sterile working conditions, as well as patient safety and self-protection, are essential. Thus, these skills should be taught appropriately during undergraduate training. Receiving constructive feedback can significantly improve future performance. Furthermore, reviewing one's performance using video tools is a useful approach. This study investigates the impact of different modes of video feedback on the acquisition of practical surgical skills, including wound management and a bedside test. Methods: Third-year medical students completed a structured training of practical skills as part of their mandatory surgery rotation. All students received the same practical skills training for performing wound management and a bedside test. However, for feedback regarding their performance, students were assigned to one of four study groups: expert video feedback (receiving feedback by an expert after reviewing the recorded performance), peer video feedback (receiving feedback by a fellow student after reviewing the recorded performance), standard video (giving feedback to a standardized video of the skill), or oral feedback (receiving feedback by an expert without a video record). Afterwards, students completed two 5-minute OSCE stations in which they were assessed with respect to their acquired competencies. Effects on long-term retention were measured at two further measurement points. Results: A total of 199 students were included in the study (48 for expert video feedback, 49 for peer video feedback, 52 for standard video feedback, and How to cite this paper:

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The Effectiveness of Video-Assisted Debriefing Versus Oral Debriefing Alone at Improving Neonatal Resuscitation Performance

Cited by 107 publications

References 29 publications

Debriefing in the Emergency Department After Clinical Events: A Practical Guide

Debriefing in the Emergency Department After Clinical Events: A Practical Guide

Technology-Enhanced Simulation and Pediatric Education: A Meta-analysis

Influence of Expert Video Feedback, Peer Video Feedback, Standard Video Feedback and Oral Feedback on Undergraduate Medical Students’ Performance of Basic Surgical Skills

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