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Self-Debriefing vs Instructor Debriefing in a Pre-Internship Simulation Curriculum: Night on Call.
Oikawa, Sayaka; Berg, Benjamin; Turban, Joseph; Vincent, Dale; Mandai, Yasuhiro; Birkmire-Peters, Deborah.
Afiliación
  • Oikawa S; SimTiki Simulation Center, Telehealth Research Institute, John A. Burns School of Medicine. University of Hawai'i at Manoa, Honolulu, HI (SO, BB, JT, DV, DB-P).
  • Berg B; SimTiki Simulation Center, Telehealth Research Institute, John A. Burns School of Medicine. University of Hawai'i at Manoa, Honolulu, HI (SO, BB, JT, DV, DB-P).
  • Turban J; SimTiki Simulation Center, Telehealth Research Institute, John A. Burns School of Medicine. University of Hawai'i at Manoa, Honolulu, HI (SO, BB, JT, DV, DB-P).
  • Vincent D; SimTiki Simulation Center, Telehealth Research Institute, John A. Burns School of Medicine. University of Hawai'i at Manoa, Honolulu, HI (SO, BB, JT, DV, DB-P).
  • Mandai Y; SimTiki Simulation Center, Telehealth Research Institute, John A. Burns School of Medicine. University of Hawai'i at Manoa, Honolulu, HI (SO, BB, JT, DV, DB-P).
  • Birkmire-Peters D; SimTiki Simulation Center, Telehealth Research Institute, John A. Burns School of Medicine. University of Hawai'i at Manoa, Honolulu, HI (SO, BB, JT, DV, DB-P).
Hawaii J Med Public Health ; 75(5): 127-32, 2016 05.
Article en En | MEDLINE | ID: mdl-27239391
This study sought to determine if learner self-performance assessment (SPA) and team-performance assessment (TPA) were different when simulation based education (SBE) was supported by self-debriefing (S-DB), compared to traditional facilitator-led debriefing (F-DB). "One-Night-On-Call," an internship preparation curriculum, was selected to provide SBE. Participants worked as team members in 4 sequential bedside acute care problem-solving scenarios. Fifty-seven learners were randomized to 9 F-DB and 10 S-DB Teams. Participants completed SPA and TPA assessment checklist questionnaires immediately following the first and fourth (final) scenarios. Learner SPA and TPA scores improved overall from the first to the fourth scenarios (P <.05). F-DB versus S-DB cohorts did not differ in overall SPA scores. The F-DB average TPA score was 12.8 (SD±2.1) compared to a S-DB score of 14.1 (SD±2.1) (P =.001). F-DB participants' increase in TPA was due to increases in the Patient Assessment and Treatment sub-domains that exceeded corresponding improvements in the S-DB cohort. Self- debriefing strategies are equivalent to facilitator-led debriefing in some situations. Self-debriefing offers opportunities to enable simulation-based education by decreasing the number of required faculty debriefers, and may be uniquely well matched to simulation-based teamwork training.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Simulación de Paciente / Aprendizaje Basado en Problemas / Curriculum / Educación Médica / Internado y Residencia Tipo de estudio: Clinical_trials Límite: Adult / Female / Humans / Male Idioma: En Revista: Hawaii J Med Public Health Año: 2016 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Simulación de Paciente / Aprendizaje Basado en Problemas / Curriculum / Educación Médica / Internado y Residencia Tipo de estudio: Clinical_trials Límite: Adult / Female / Humans / Male Idioma: En Revista: Hawaii J Med Public Health Año: 2016 Tipo del documento: Article Pais de publicación: Estados Unidos