Effect of videotape feedback on anaesthetists' performance while managing simulated anaesthetic crises: a multicentre study

Abstract

The aim of this study was to examine the performance of anaesthetists while managing simulated anaesthetic crises and to see whether their performance was improved by reviewing their own performances recorded on videotape. Thirty-two subjects from four hospitals were allocated randomly to one of two groups, with each subject completing five simulations in a single session. Individuals in the first group completed five simulations with only a short discussion between each simulation. Those in the second group were allowed to review their own performance on videotape between each of the simulations. Performance was measured by both`time to solve the problem' and mental workload, using anaesthetic chart error as a secondary task. Those trainees exposed to videotape feedback had a shorter median`time to solve' and a smaller decrease in chart error when compared to those not exposed to video feedback. However, the differences were not statistically significant, confirming the difficulties encountered by other groups in designing valid tests of the performance of anaesthetists.

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

“…As maintained by Fanning and Gaba (2007, p. 122), Bvideo playback may be useful for adding perspective to a simulation, to allow participants to see how they performed rather than how they thought they performed, and to help reduce hindsight bias in assessment of the scenario.T his study sets out to investigate what formulations like these might mean in terms of actual practice: in other words, how additional perspectives are made relevant in the debriefings; how participants orient to distinctions between appearances and experiences; and how students and facilitators assess the performances in the simulation scenarios. Previous research of videosupported debriefings has largely been carried out in the simulation research area, with a focus on the measured success or perceived effectiveness of this kind of feedback (e.g., Byrne et al 2002;Grant et al 2010;Hamilton et al 2011). In contrast, the present study investigates the interaction that takes place between students and facilitators as they jointly analyze and reflect on video recordings of the students' performances in the simulation scenarios during the investigated debriefings.…”

What Can We Learn About Debriefing From Other High-Risk/High-Stakes Industries?

“…Additionally, literature suggests that debriefing is a social process where an understanding of emotion and thought processing is a vital element to the process. Current healthcare debriefing literature acknowledges the importance of reflection to increase retention of knowledge, skills, and attitudes [2][3][4][5][6][7][8][9]. This study highlighted that highrisk/high-stake debriefing are frequently undertaken immediate post-event, with some utilising more structured analysis using supplementary video technology.…”

“…Many authors have identified that effective facilitated debriefing sessions as a key step to promote deep insight and reflection to enhance learning and performance in healthcare [2][3][4][5][6][7][8][9]. Additionally, literature suggests that debriefing is a social process where an understanding of emotion and thought processing is a vital element to the process.…”

“…Video-facilitated debriefing has been reported in recent experimental studies [2][3][4][5][6][7], which have 1 2 reported inconsistent results. Grant and colleagues [3] concluded that video-facilitated simulation feedback is potentially useful in increasing desirable clinical behaviours in a simulated environment.…”

“…Grant and colleagues [3] concluded that video-facilitated simulation feedback is potentially useful in increasing desirable clinical behaviours in a simulated environment. Healthcare debriefing research [3][4][5] has previously focused on performance measurement rather than exploring the complexity or transferability of the learning experience; for example, in relation to human factors, situational awareness, error recognition, patient safety, or preparing the learner for repetitive reflective practice.…”