Students’ perception of peer and faculty debriefing facilitators following simulation-based education
Article
Doherty-Restrepo, J, Odai, M, Harris, M et al. (2018). Students’ perception of peer and faculty debriefing facilitators following simulation-based education
. 47(2), 107-112.
Doherty-Restrepo, J, Odai, M, Harris, M et al. (2018). Students’ perception of peer and faculty debriefing facilitators following simulation-based education
. 47(2), 107-112.
CONTEXT: Debriefing (discussion led by a facilitator) in simulation-based education enhances dual learning for facilitators and students. Debriefing guides students to critically reflect on their performance in a simulation setting, thus allowing improvement in cognitive and clinical skills. Research has examined the effectiveness of simulation-based education on knowledge, skills, and confidence; however, less research has examined students’ perception of debriefing. OBJECTIVE: To compare peer- and faculty-facilitated debriefing on students’ confidence and perceptions of simulation effectiveness. METHODS: Pretest-posttest design, evaluating 23 first-year athletic training students in a CAATE-accredited professional master’s program. Participants responded to a series of questions at pre- and posttest using the Debriefing Assessment for Simulation in Healthcare (DASH) to evaluate participant self-confidence of select clinical skills and perceived effectiveness of debriefing. RESULTS: Participants reported a significant increase from pretest to posttest in their confidence in making a differential diagnosis (F=4.26, p=0.03) and ability to share thoughts and emotions without fear of being shamed or humiliated (F=2.08, p=0.05). CONCLUSION: Students perceived peer- and faculty-facilitated debriefing as equally effective. Peers may assume a facilitator role and provide an effective debriefing session following simulation.
