The obligation of debriefing in global health education

Bender, Amy; Walker, Pamela

doi:10.3109/0142159x.2012.733449

Cited by 27 publications

(18 citation statements)

References 43 publications

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“…Bender and Walker (Bender & Walker, 2013)identified some key issues in debriefing which are in line with the results of this study: safe environment, psychological safety, learning also from mistakes, greater learning, exploration of feelings and self-reflection. SD allowed students to feel proud of being able to perform many interventions correctly, which may be related to the fact that observers only address the positive.…”

Section: Discussionsupporting

confidence: 84%

Student’s opinion about feedback vs structured debriefing:a randomized controlled trial

2017

IJND

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Background: Simulation is a key tool for learning, and the debriefing is a central component in this process. Aims: To analyse how structured debriefing after simulated practice impacted on the student's evaluation instead of traditional feedback; to analyse the influence of structured debriefing on some outcomes associated with simulated practice. Design: Randomized control trial post-test only design with control group. Methods: Developed with 85 graduation´s students (4 th year), randomly divided into two groups: a control group(44), who received traditional feedback after the simulated practice, and experimental group(41) that received structured debriefing. The Simulation Debriefing Assessment Scale (EADaS), and a questionnaire of perceived outcomes associated with the simulation were applied. Statistical analysis was performed with SPSS nonparametric tests. Formal and ethical aspects were respected. Results: The sample is mostly women (92.9%) with a mean age of 21.89±2.81years. Experimental group presented higher averages in all dimensions and in global EADaS, as well as statistically significant differences from the control group. Each of the dimensions evaluated is statistically significant and strongly correlated with the global. Regarding the results associated with simulation perceived by students, the experimental group generally perceived these results as being better in all areas surveyed. Conclusions: Structured debriefing in association with simulation has a higher impact for students compared to traditional feedback, with clear contributions to learning.

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Section: Discussionsupporting

confidence: 84%

Student’s opinion about feedback vs structured debriefing:a randomized controlled trial

2017

IJND

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“…Reflecting on elective experiences is the most common post-elective learning activity required by medical schools, illustrating the importance of this activity not only in documenting outcomes but also in highlighting personal and professional development achievements (Bender & Walker 2013, Peluso et al 2012, Cherniak et al 2013. Formal and informal debriefing is frequently by both peers as well as faculty members.…”

Section: Debriefing and Reflectionmentioning

confidence: 99%

Electives in undergraduate medical education: AMEE Guide No. 88

Lumb

Murdoch‐Eaton

2014

Medical Teacher

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This guide outlines the scope and potential roles an elective can fulfil in undergraduate medical training, and identifies ways to maximise learning opportunities, including within global health. The types of educational activity available for electives range from meeting individual educational need through to exploration of potential career paths, with many potential factors influencing choice.Key areas of organisation underpinning a successful elective before, during, and after the placement include developing clarity of the intended educational outcomes as well as addressing practicalities such as travel and accommodation. Risk management including the implications for the participating schools as well as the student and their elective supervisors is crucial. This guide would not be complete without some discussion around ethics and professional conduct during an elective, with consideration of the impact of elective placements, particularly in low-middle income countries.137 words

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“…Generally, health schools in Western courses tend to be focused on clinical and procedural aspects [22][23][24], which distract and hinder students from developing skills aimed at communicating or understanding different cultures [25]. For the development of communication skills, real-world experiences seem to be the best approach to develop this competence among students.…”

Section: Class 2 -Emotional Cultural and Collaborative Aspects In Tmentioning

confidence: 99%

“…This class, the largest of all (with 25.3% of the corpus), comprehends the themes that focus on the minimum requirements for the establishment of a GH course in the institution. One of the most important points was the students' debriefing [15,24,25]. This aspect, even if it demands time and organization from the institution that intends to send its students abroad, has significant benefits in understanding students' ethical and cultural aspects.…”

Section: Class 3 -Structures Required For a Gh Coursementioning

confidence: 99%

Global Health Education Programs in the Americas: A Scoping Review

Mendes

Ventura

Queiroz

et al. 2020

Annals of Global Health

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Introduction Global Health (GH) refers to issues that transcend borders and national governments, demanding actions from global powers, which determine the health of different communities [1]. It involves knowledge, teaching, practice, and research on extraterritorial health issues which extrapolate national geographic borders [2]. GH teaching involves integrated courses, which can be offered within social sciences, considering the transnational aspects of health issues [3, 4] while valuing the context and local capacity to act. In the Americas, the interest in GH as an academic discipline has increased in the last decade. This is due to the growing acknowledgement of GH as a fundamental issue in health training, enabling undergraduate and graduate students to better understand the global priority agenda and its demands [5]. Human resources are central aspects for the success of GH strategies; however, there is no consensus on how to plan experiential activities to prepare students to act locally and globally and to serve as global health professionals. Furthermore, cultural diversities in the Americas (North, Central, and South) enrich GH teaching and may become a challenge for the different actors involved in these processes. This study aims to analyse approaches, characteristics, and challenges faced by educational programs on global health in the Americas. Methods This is a scoping review, with the aim of mapping relevant scientific production and gaps on a specific theme, in this case, education of health professionals [6], following this sequence: 1) identifying the research question; 2) finding relevant studies; 3) selecting the studies; 4) organizing the data; and 5) collating, summarizing, and reporting the results, according to The Joanna Brigs Institute for Scoping Reviews. The search strategy used was PICo (P: problem/population; I: intervention; Co: context), in which P: educational programs on global health; I: approaches, characteristics, and challenges; Co: Americas. This resulted in the following research question: What are the approaches, characteristics, and challenges faced by educational programs on global health in the Americas? The inclusion criteria were: primary studies, full text available in Spanish, Portuguese, or English and published up to November 2017. Book chapters, Master's and doctoral final reports, as well as other technical reports were included in the initial search. Data collection took place between November 2017 and March 2018.

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The obligation of debriefing in global health education

Cited by 27 publications

References 43 publications

Student’s opinion about feedback vs structured debriefing:a randomized controlled trial

Student’s opinion about feedback vs structured debriefing:a randomized controlled trial

Electives in undergraduate medical education: AMEE Guide No. 88

Global Health Education Programs in the Americas: A Scoping Review

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