The value of debriefing in simulation-based education: oral versus video-assisted feedback

Savoldelli, G.; Naik, Viren N.; Park, Jason; Joo, Hwan S.; Chow, Roger; Houston, Patricia; Hamstra, Stanley J.

doi:10.1097/00003643-200606001-00872

Cited by 68 publications

(101 citation statements)

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“…Furthermore, research has demonstrated that the positive effects of debriefing are retained several months following SBT and that SBT without debriefer-led debriefing offers little benefit to learners 5. To date, no such reviews (systematic or meta-analyses) have been conducted to explore the effectiveness of debriefing in the clinical environment.…”

Section: Introductionmentioning

confidence: 99%

Quality of interdisciplinary postsimulation debriefing: 360° evaluation

Hull

Russ

Ahmed

et al. 2016

BMJ Simul Technol Enhanc Learn

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IntroductionDebriefing is widely perceived to be the most important component of simulation-based training. This study aimed to explore the value of 360° evaluation of debriefing by examining expert debriefing evaluators, debriefers and learners’ perceptions of the quality of interdisciplinary debriefings.MethodThis was a cross-sectional observational study. 41 teams, consisting of 278 learners, underwent simulation-based team training. Immediately following the postsimulation debriefing session, debriefers and learners rated the quality of debriefing using the validated Objective Structured Assessment of Debriefing (OSAD) framework. All debriefing sessions were video-recorded and subsequently rated by evaluators trained to proficiency in assessing debriefing quality.ResultsExpert debriefing evaluators and debriefers’ perceptions of debriefing quality differed significantly; debriefers perceived the quality of debriefing they provided more favourably than expert debriefing evaluators (40.98% of OSAD ratings provided by debriefers were ≥+1 point greater than expert debriefing evaluators’ ratings). Further, learner perceptions of the quality of debriefing differed from both expert evaluators and debriefers’ perceptions: weak agreement between learner and expert evaluators’ perceptions was found on 2 of 8 OSAD elements (learner engagement and reflection); similarly weak agreement between learner and debriefer perceptions was found on just 1 OSAD element (application).ConclusionsDebriefers and learners’ perceptions of debriefing quality differ significantly. Both groups tend to perceive the quality of debriefing far more favourably than external evaluators. An overconfident debriefer may fail to identify elements of debriefing that require improvement. Feedback provided by learners to debriefers may be of limited value in facilitating improvements. We recommend periodic external evaluation of debriefing quality.

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Section: Introductionmentioning

confidence: 99%

Quality of interdisciplinary postsimulation debriefing: 360° evaluation

Hull

Russ

Ahmed

et al. 2016

BMJ Simul Technol Enhanc Learn

View full text Add to dashboard Cite

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“…At T1, with 63% and 50% of learning outcomes met, the results suggest that only providing a single simulation per session may provide limited benefits overall, especially if it is not followed by a debrief 34 35. Much greater learning (average of 89% learning outcomes achieved) appeared to have occurred (and been sustained) when the debrief occurred and the simulation exercise was repeated.…”

Section: Discussionmentioning

confidence: 95%

Impact of providing case-specific knowledge in simulation: a theory based study of learning

Cox

McGregor

Giuliano

et al. 2016

BMJ Simul Technol Enhanc Learn

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BackgroundSimulation-based education (SBE) has been lauded for its ability to help students recognise and react appropriately to common and rare circumstances. While healthcare professions have started to implement SBE into their curriculum, there is no evidence to suggest which educational theory is best for implementation. This study explores the usage of cognitive load theory (CLT) and the unified theory of emotional learning (UTEL).Study designA mixed methods ordered-allocation cohort study.Methods23 patient management teams were allocated into 2 groups. The first group received prior information about the simulation scenario; the second group did not. Each team had 1 student assigned to the role of doctor. The scenarios were filmed at time 1 (T1), time 2 (T2) and follow-up (F/U). The ‘doctor’ role was then graded with a validated checklist by a three-judge panel. The scores were evaluated to determine if prior information enabled better performance. Secondary analysis evaluated the role of gender on performance and also evaluated anxiety at the onset of the simulation.Results23 doctors were evaluated. There was no difference between groups in performance (t=1.54, p=0.13). Secondary analysis indicated that gender did not play a role. There was no difference in anxiety between groups at baseline (t=0.67, p=0.51).ConclusionsTrends were observed, suggesting that when students enter a simulation environment with prior knowledge of the event they will encounter, their performance may be higher. No differences were observed in performance at T2 or F/U. Withholding information appeared to be an inappropriate proxy for emotional learning as no difference in anxiety was observed between groups at baseline. All trends require confirmation with a larger sample size.

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“…Savoldelli et al 7 reported that video playback could be distracting, as combined verbal and video feedback could lead to ‘information overload’. On the other hand, many studies also described VAD as engaging, and reported high candidate satisfaction or preference for this method 2 6 9 12 22.…”

Section: Discussionmentioning

confidence: 99%

“…Further studies have found that despite demonstrating no overall superiority, the OD and VAD methods have shown to be superior in separate learning outcomes like team communication, although in these studies there is no emerging pattern in their individual strengths 10–12. It was suggested that time is an important factor in VAD 2 5 7 8 10 11. If VAD and OD are given equal time, then playback of video will decrease the total time of discussion during debriefing (as typically, when the video is shown, the discussions stop).…”

Section: Introductionmentioning

confidence: 99%

Comparison of oral and video debriefing and its effect on knowledge acquisition following simulation-based learning

Farooq¹,

Thorley-Dickinson²,

Dieckmann³

et al. 2017

BMJ STEL

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IntroductionLearning from simulation takes place to a large extent in debriefing; however, there is still sparse knowledge about the advantages and disadvantages of debriefing methods. 2 common forms are video-assisted and oral only debriefing. We set out to determine if there is increased knowledge acquisition for candidates undergoing video, rather than oral debriefing.MethodsSecond year doctors were randomised to a training day with oral or video feedback. Candidates underwent an emergency clinical scenario followed by feedback. The candidates completed 30 multiple choice questions related to managing common clinical emergencies presimulation and postsimulation training.ResultsThere was no significant difference in the postscore mean for the oral debriefing (128.3, SD 5.16) and video-assisted debriefing group (127.1, SD=5.96). There was significant interaction between precourse and postcourse scores with superior knowledge acquisition for candidates with lower precourse scores (p=0.008). The candidates with lowest precourse score showed significant improvement in the orally debriefed group in comparison to video debriefed group.DiscussionOur results showed that video debriefing has equivocal effect to oral debriefing. Oral debriefing provides superior knowledge acquisition to learners with lower precourse test scores.

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The value of debriefing in simulation-based education: oral versus video-assisted feedback

Cited by 68 publications

References 0 publications

Quality of interdisciplinary postsimulation debriefing: 360° evaluation

Quality of interdisciplinary postsimulation debriefing: 360° evaluation

Impact of providing case-specific knowledge in simulation: a theory based study of learning

Comparison of oral and video debriefing and its effect on knowledge acquisition following simulation-based learning

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