PRE-scripted debriefing for Paediatric simulation Associated with Resuscitation EDucation (PREPARED): A multicentre, cluster randomised controlled trial

Snelling, Peter J; Dodson, Louise; Monteagle, Emily; Ware, Robert S.; Acworth, Jason; Symon, Ben; Lawton, Ben

doi:10.1016/j.resplu.2022.100291

Cited by 6 publications

(3 citation statements)

References 24 publications

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“…7. Pre-scripting could be helpful in the planning of simulation training [ 33 ] and in the defragmented debriefing model as well.…”

Section: Resultsmentioning

confidence: 99%

“…The multicenter, cluster-randomized, controlled trial provided debriefing scripts to faculty, facilitating simulated pediatric resuscitation scenarios and improving debriefing quality, especially for novices and those at large sites. The debriefing script may improve the facilitator's ability to lead the debrief effectively and may enhance knowledge acquisition [33]. To elaborate, debriefings conducted after cardiac arrest resuscitations have shown associations with enhanced adherence to resuscitation protocols, increased patient survival rates, and improved neurological outcomes [47][48][49][50].…”

Section: Discussionmentioning

confidence: 99%

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A Staged Defragmented Simultaneous Debriefing Model As Integrated Micro-debriefing Components Inside Online Simulation for Competencies Formation

Lopina

2024

Cureus

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BackgroundCurrently, there are no separate debriefing models for online simulation training, and existing models simply imitate the traditional models used in on-site simulation training (the physical presence of individuals, such as students or trainees, in a simulation center). This involves hands-on, in-person training within a simulated environment to enhance practical skills and knowledge in a controlled setting. This scenario does not fully meet the requirements and capabilities of distance learning. ObjectiveTo develop a staged defragmented debriefing model as integrated micro-debriefing components inside an online simulation to support the development of clinical decision-making and competencies formation within medical education and offer recommendations to support the use of this debriefing model as a teaching strategy. MethodsThis descriptive study was conducted from August 2020 to September 2023. To build a staged defragmented debriefing model as integrated micro-debriefing components inside an online simulation for competencies formation the traditional debriefing model's components for on-site simulation training, simulation type, and structure, modern concepts of e-learning, and classification of the seriousness of medication errors were used. The main focus of this study was on providing a detailed account of the debriefing components for online simulation training, features, and implementation of this new teaching model. A total of 38 participants, healthcare professionals, were recruited for this study. The participants were randomly assigned to two groups: one experiencing the staged defragmented debriefing model (n = 20) and the other control group, which received traditional debriefing following simulation training (n = 18). ResultsThe results allowed us to successfully develop a staged defragmented debriefing model inside the simulation that integrates micro-debriefing components located at different points of the simulation scenarios. This teaching approach was successfully implemented in online clinical case scenarios in the "ClinCaseQuest" Simulation Training Platform for continuous medical education. Additionally, an internal validation experiment comparing the effectiveness of the staged defragmented debriefing model with the traditional debriefing method demonstrated superior learning outcomes and participant satisfaction in the staged debriefing group. ConclusionsThe staged defragmented debriefing model, when integrated into online simulations, represents a promising strategy for advancing clinical decision-making skills and competencies formation in medical education. Implementation of this debriefing model as a teaching strategy holds promise for enhancing learning outcomes in medical education settings. Further research, validation, and implementation are recommended to maximize the model's potential impact on medical education and training.

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“…7. Pre-scripting could be helpful in the planning of simulation training [ 33 ] and in the defragmented debriefing model as well.…”

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Staged Defragmented Simultaneous Debriefing Model As Integrated Micro-debriefing Components Inside Online Simulation for Competencies Formation

Lopina

2024

Cureus

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“…37 Visual aids assist novice debriefers who strive to improve the quality of their debriefing through discovery, growth, and maturity. 38,39 A summary of the advantages of a 3-phase VAD over traditional debriefing modalities is listed in Table 3.…”

Section: Discussionmentioning

confidence: 99%

Three-phase video-assisted multidisciplinary team debriefing (VAMTD) in high-fidelity blast simulation through the “advocacy and inquiry” method.

Gasteratos,

Daniels,

Gebhart

et al. 2023

Plastic &Amp; Reconstructive Surgery

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INTRODUCTION: Video-assisted debriefing (VAD) combined with the “advocacy and inquiry” (A&I) technique, is a tool that allows video playback of selected segments of a simulation, thereby assisting the debriefers to structure the session. Currently, however, no consensus exists on how to optimally perform a team debriefing. In our study, we aim to demonstrate and describe the methodology of A&I debriefing in an instructional simulated blast scenario and assess the impact of VAD on residents’ technical and non-technical skills (NTS). MATERIALS AND METHODS: After Institutional Review Board (IRB) approval, we performed a study with 50 residents who were randomly assigned to two groups. Group 1 (control, or “no VAD”, n=25) consisted of residents who received oral debriefing by one independent faculty member without the recorded video of the simulation. Group 2 (intervention, or “VAD”, n=25) consisted of residents who received VAD from the second independent faculty member. These residents repeated the same simulation scenario one week after their debrief. Every resident was assessed on the primary and secondary survey, as well as the NTS, based on the integrated skills (IS) score. RESULTS: The “VAD” group presented significantly higher values for the IS score (p<0.001) compared to the “no VAD'' group. CONCLUSIONS: Our demonstration of three-phase VAD emphasizes important aspects of coherent simulation-based training: psychological safety, A&I, reflection, cognitive frames, pre-brief, main debrief, summary, and translation of new discoveries to real-life patient care. The unique audio-visual aspect of the VAD enhanced residents’ performance in simulation.

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How to deliver effective paediatric simulation based education

O'Leary

2024

Paediatric Respiratory Reviews

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PRE-scripted debriefing for Paediatric simulation Associated with Resuscitation EDucation (PREPARED): A multicentre, cluster randomised controlled trial

Cited by 6 publications

References 24 publications

A Staged Defragmented Simultaneous Debriefing Model As Integrated Micro-debriefing Components Inside Online Simulation for Competencies Formation

A Staged Defragmented Simultaneous Debriefing Model As Integrated Micro-debriefing Components Inside Online Simulation for Competencies Formation

Three-phase video-assisted multidisciplinary team debriefing (VAMTD) in high-fidelity blast simulation through the “advocacy and inquiry” method.

How to deliver effective paediatric simulation based education

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