Effect of Computer Debriefing on Acquisition and Retention of Learning After Screen-Based Simulation of Neonatal Resuscitation: Randomized Controlled Trial

Abstract

Background Debriefing is key in a simulation learning process. Objective This study focuses on the impact of computer debriefing on learning acquisition and retention after a screen-based simulation training on neonatal resuscitation designed for midwifery students. Methods Midwifery students participated in 2 screen-based simulation sessions, separated by 2 months, session 1 and session 2. They were randomized in 2 groups. Participants of the debriefing group underwent a computer debriefing focusing on technical skills and nontechnical skills at the end of each scenario, while the control group received no debriefing. In session 1, students participated in 2 scenarios of screen-based simulation on neonatal resuscitation. During session 2, the students participated in a third scenario. The 3 scenarios had an increasing level of difficulty, with the first representing the baseline level. Assessments included a knowledge questionnaire on neonatal resuscitation, a self-efficacy rating, and expert evaluation of technical skills as per the Neonatal Resuscitation Performance Evaluation (NRPE) score and of nontechnical skills as per the Anaesthetists’ Non-Technical Skills (ANTS) system. We compared the results of the groups using the Mann-Whitney U test. Results A total of 28 midwifery students participated in the study. The participants from the debriefing group reached higher ANTS scores than those from the control group during session 1 (13.25 vs 9; U=47.5; P=.02). Their scores remained higher, without statistical difference during session 2 (10 vs 7.75; P=.08). The debriefing group had higher self-efficacy ratings at session 2 (3 vs 2; U=52; P=.02). When comparing the knowledge questionnaires, the significant baseline difference (13 for debriefing group vs 14.5 for control group, P=.05) disappeared at the end of session 1 and in session 2. No difference was found for the assessment of technical skills between the groups or between sessions. Conclusions Computer debriefing seems to improve nontechnical skills, self-efficacy, and knowledge when compared to the absence of debriefing during a screen-based simulation. This study confirms the importance of debriefing after screen-based simulation. Trial Registration ClinicalTrials.gov NCT03844009; https://clinicaltrials.gov/ct2/show/NCT03844009

Development and applications of the Anaesthetists’ Non-Technical Skills behavioural marker system: a systematic review

“…Additionally, 43% (n=23 of 54) of the included studies underwent post-assessment debriefing. Four studies using debriefing as a hypothesis supported its positive effect on NTS ability 42–45. How post-assessment debriefing affects the NTS of trainees in different ways and situations and whether NTS can be retained are aspects that need further exploration and discussion.…”

“…Four studies using debriefing as a hypothesis supported its positive effect on NTS ability. [42][43][44][45] How post-assessment debriefing affects the NTS of trainees in different ways and situations and whether NTS can be retained are aspects that need further exploration and discussion. The system was used to evaluate the performance.…”

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

“…From the 92 published studies, VS was reported to be applied in the educational practice involving undergraduate medical students across 25 countries including the United States [26 studies ( 15 – 40 )], the United Kingdom [9 studies ( 41 – 49 )], Germany [7 studies ( 50 – 56 )], China [6 studies ( 10 , 57 – 61 )], Denmark [6 studies ( 62 – 67 )], France [4 studies ( 68 – 71 )], Japan [4 studies ( 72 – 75 )], Sweden [3 studies ( 76 – 78 )], Canada [3 studies ( 79 – 81 )], Netherlands [3 studies ( 82 – 84 )], Spain [3 studies ( 85 – 87 )], Australia [2 studies ( 88 , 89 )], Singapore [2 studies ( 90 , 91 )], Korea [2 studies ( 92 , 93 )], Finland [1 study ( 94 )], Italy [1 study ( 95 )], Ireland [1 study ( 96 )], Colombia [1 study ( 97 )], Pakistan [1 study ( 98 )], Thailand [1 study ( 99 )], Iran [1 study ( 100 )], Poland [1 study ( 101 )], Mexico [1 study ( 102 )], Norway [1 study ( 103 )], Saudi Arabia [1 study ( 104 )], and Switzerland [1 study ( 105 )]. The distribution of included studies among different continents was shown in Figure 1 .…”

“…The second focus of VS-integrated learning contexts in undergraduate medical education was emergency and pediatric emergency medicine training, with 14 articles ( 10 , 16 – 18 , 29 , 30 , 34 , 39 , 51 , 55 , 68 , 79 , 93 , 101 ) published recently. Among them, eight studies ( 10 , 16 – 18 , 30 , 34 , 39 , 68 ) used VS-based teaching in pediatric emergencies. The VS simulators used in these studies were mainly based on virtual patient cases, and simulated the clinical critical events.…”

360-Degree Virtual Reality Utilising Head-Mounted Devices in Undergraduate Nursing and Midwifery Education: A Scoping Review

“…In contrast, unstructured debriefing can be useful in revealing various details of a learners' experience [18]. An RCT comparing virtual environments with and without debriefing revealed that computer debriefing improved midwifery students' nontechnical skills, self-efficacy, and knowledge [76]. As a result, when using IVR simulation, time allocated is needed for debriefing so that students can share their insights and further develop their knowledge [48].…”