eAssessment: development of an electronic version of the Objective Structured Assessment of Debriefing tool to streamline evaluation of video recorded debriefings

Zamjahn, John; Carvalho, Raquel Baroni de; Bronson, Megan H; Garbee, Deborah; Paige, John T.

doi:10.1093/jamia/ocy113

Cited by 9 publications

(6 citation statements)

References 26 publications

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“…• Debriefing for Meaningful Learning (DML) 45 • Debriefing with Good Judgment • Situation-Based-Impact-Intent (SBII) 56 • Instruments/tools for assessment of the debriefing process include (this list is not exhaustive): • Debriefing Assessment for Simulation in Healthcare (DASH) 57 , 58 ( https:// harvardmedsim.org/ debriefingassessment-for-simulation-in-healthcare-dash/) • Debriefing for Meaningful Learning Evaluation Scale 59 • Feedback Assessment for Clinical Education (FACE) 60 ( https:// harvardmedsim.org/ feedback-assessmentclinical-education.php ) • Objective Structured Assessment of Debriefing (OSAD) 61 • Peer Assessment Debriefing Instrument (PADI) 62 • Simulation Effectiveness Tool -Modified (SET-M) 63 ( https:// caehealthcare.com/ media/ files/ Simulation-Effectiveness-Tool.pdf)…”

Section: Resourcesmentioning

confidence: 99%

Healthcare Simulation Standards of Best PracticeTM The Debriefing Process

Decker¹,

Alinier²,

Crawford³

et al. 2021

Clinical Simulation in Nursing

208

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Section: Resourcesmentioning

confidence: 99%

Healthcare Simulation Standards of Best PracticeTM The Debriefing Process

Decker¹,

Alinier²,

Crawford³

et al. 2021

Clinical Simulation in Nursing

208

View full text Add to dashboard Cite

“…Using this (or similar) software could allow debriefers to observe videos, rate themselves and track progress. In view of the current need for social distancing and the use of remote learning, video review may be an alternative to use of the paper forms and real-time feedback that we used [ 31 – 33 ].…”

Section: Discussionmentioning

confidence: 99%

“…The relevant study used 3 example videos that were scored remotely by online reviewers [ 8 ]. On the other hand, validation of OSAD was much broader with studies conducted on electronic versions and in languages other than English [ 12 , 33 , 34 ]. We acknowledge that it is possible our results would have been different had OSAD been used [ 10 ].…”

Section: Limitationsmentioning

confidence: 99%

Immediate faculty feedback using debriefing timing data and conversational diagrams

2022

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Background Debriefing is an essential skill for simulation educators and feedback for debriefers is recognised as important in progression to mastery. Existing assessment tools, such as the Debriefing Assessment for Simulation in Healthcare (DASH), may assist in rating performance but their utility is limited by subjectivity and complexity. Use of quantitative data measurements for feedback has been shown to improve performance of clinicians but has not been studied as a focus for debriefer feedback. Methods A multi-centre sample of interdisciplinary debriefings was observed. Total debriefing time, length of individual contributions and demographics were recorded. DASH scores from simulation participants, debriefers and supervising faculty were collected after each event. Conversational diagrams were drawn in real-time by supervising faculty using an approach described by Dieckmann. For each debriefing, the data points listed above were compiled on a single page and then used as a focus for feedback to the debriefer. Results Twelve debriefings were included (µ = 6.5 simulation participants per event). Debriefers receiving feedback from supervising faculty were physicians or nurses with a range of experience (n = 7). In 9/12 cases the ratio of debriefer to simulation participant contribution length was ≧ 1:1. The diagrams for these debriefings typically resembled a fan-shape. Debriefings (n = 3) with a ratio < 1:1 received higher DASH ratings compared with the ≧ 1:1 group (p = 0.038). These debriefings generated star-shaped diagrams. Debriefer self-rated DASH scores (µ = 5.08/7.0) were lower than simulation participant scores (µ = 6.50/7.0). The differences reached statistical significance for all 6 DASH elements. Debriefers evaluated the ‘usefulness’ of feedback and rated it ‘highly’ (µ= 4.6/5). Conclusion Basic quantitative data measures collected during debriefings may represent a useful focus for immediate debriefer feedback in a healthcare simulation setting.

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“…Both scales assess debriefing quality from the student’s perspective, so there is a demand for instruments in Portuguese assessing debriefing from the point of view of the instructor. Objective Structured Assessment of Debriefing (OSAD) was described originally in surgery literature [ 8 ], with modifications to be used in pediatrics [ 9 ] and online [ 10 ]. It includes a list of eight features essential to an effective debriefing, scored in a 5-point Likert scale.…”

Section: Introductionmentioning

confidence: 99%

“…With the international expansion of simulation-based training, there is a need to translate and validate tools like DASH in other languages, such as Portuguese [ 12 ]. Portuguese is the ninth most spoken language in the world, with roughly 250 million speakers [ 9 , 10 ]. The instrument’s translation and back translation are the first steps to use an instrument in another language.…”

Section: Introductionmentioning

confidence: 99%

Translation of the Debriefing Assessment for Simulation in Healthcare in Portuguese and cross-cultural adaptation for Portugal and Brazil

et al. 2021

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Background Debriefing Assessment for Simulation in Healthcare (DASH©) is an instrument to assist in developing and evaluating debriefing skills. The objectives of this study were to translate the DASH from English to Portuguese and to conduct a cross-cultural adaptation of this translated instrument for Portugal and Brazil. Methods A forward translation of the DASH score sheets and Rater’s Handbook was accomplished and reviewed by authors from both Portuguese-speaking countries to reach the consensus harmonized version. A backward translation was reviewed by the original authors and discussed with the authors to produce the approved harmonized translation. This was then tested through a questionnaire to assess clarity, comprehensiveness, appropriateness, and cultural relevance among 10 simulation specialists from Portugal and Brazil. Results During the forward translation, 19 discrepancies were detected in the Portuguese DASH. After backward translation, 7 discrepancies were discussed and harmonized. All 10 simulation specialists from both countries reviewed the harmonized translation and made 70 suggestions, 64 of which were incorporated in the instrument after discussion among authors. Conclusions The translated DASH has undergone translation to Portuguese and a cross-cultural adaptation across Portugal and Brazil. It may be used to assess debriefings in healthcare settings in these countries.

show abstract

eAssessment: development of an electronic version of the Objective Structured Assessment of Debriefing tool to streamline evaluation of video recorded debriefings

Cited by 9 publications

References 26 publications

Healthcare Simulation Standards of Best PracticeTM The Debriefing Process

Healthcare Simulation Standards of Best PracticeTM The Debriefing Process

Immediate faculty feedback using debriefing timing data and conversational diagrams

Translation of the Debriefing Assessment for Simulation in Healthcare in Portuguese and cross-cultural adaptation for Portugal and Brazil

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