The Equivalence of Video Self‐review Versus Debriefing After Simulation: Can Faculty Resources Be Reallocated?

Abstract

Introduction: Traditional simulation debriefing is both time-and resource-intensive. Shifting the degree of primary learning responsibility from the faculty to the learner through self-guided learning has received greater attention as a means of reducing this resource intensity. The aim of the study was to determine if video-assisted self-debriefing, as a form of self-guided learning, would have equivalent learning outcomes compared to standard debriefing.Methods: This randomized cohort study consisting of 49 PGY-1 to -3 emergency medicine residents compared performance after video self-assessment utilizing an observer checklist versus standard debriefing for simulated emergency department procedural sedation (EDPS). The primary outcome measure was performance on the second EDPS scenario.Results: Independent-samples t-test found that both control (standard debrief) and intervention (video selfassessment) groups demonstrated significantly increased scores on Scenario 2 (standard-t(40) = 2.20, p < 0.05; video-t(45) = 3.88, p < 0.05). There was a large and significant positive correlation between faculty and resident self-evaluation (r = 0.70, p < 0.05). There was no significant difference between faculty and residents selfassessment mean scores (t(24) = 1.90, p = 0.07). Conclusions:Residents receiving feedback on their performance via video-assisted self-debriefing improved their performance in simulated EDPS to the same degree as with standard faculty debriefing. Video-assisted selfdebriefing is a promising avenue for leveraging the benefits of simulation-based training with reduced resource requirements. P rocedural sedation is a core competency for the practice of emergency medicine comprising a specific competency milestone in the Accreditation for Graduate Medical Education Next Accreditation System. 1 Despite advances in technology such as end-tidal CO 2 monitoring, the safety profiles of commonly used From the

Technology‐enhanced simulation in emergency medicine: Updated systematic review and meta‐analysis 1991–2021

“…Learners preferred debriefing that focused on specific actions versus debriefing that focused on thought processes (reaction SMD = 0.55, n = 62 participants) 54 . Another study found that performance improved with video self‐debriefing compared to traditional debriefing by faculty (non–time skills SMD = 0.21, n = 49 participants) 55 …”

Comparison of self versus expert-assisted feedback for cricothyroidotomy training: a randomized trial

“…The traditional model for simulation-based training includes post-simulation feedback in which students’ experiences are discussed and reflected upon to improve future performance [ 18 ]. A better understanding of the role of feedback in competency-based education could result in a more efficient learning process for the trainees [ 19 ].…”

“…In the traditional model, an expert is needed for the post-simulation feedback session. Transitioning the primary responsibility from an expert to the trainee’s self through self-guided learning has received increasing attention, mainly due to the potential of reducing the resources needed [ 18 ].…”

Comparison of Self Versus Expert-assisted Feedback for Cricothyroidotomy Training

“…The traditional model for simulation-based training includes post-simulation feedback in which students' experiences are explored and re ected upon to improve future performance (17). A better understanding of the role of feedback in competency-based education could result in a more e cient student learning process (18).…”

“…But this traditional model needs an expert in the post-simulation feedback session. Shifting the degree of primary learning responsibility from the expert to the learner through self-guided learning has received more attention in reducing resource intensity (17).…”