Student’s opinion about feedback vs structured debriefing:a randomized controlled trial

Abstract

Background: Simulation is a key tool for learning, and the debriefing is a central component in this process. Aims: To analyse how structured debriefing after simulated practice impacted on the student's evaluation instead of traditional feedback; to analyse the influence of structured debriefing on some outcomes associated with simulated practice. Design: Randomized control trial post-test only design with control group. Methods: Developed with 85 graduation´s students (4 th year), randomly divided into two groups: a control group(44), who received traditional feedback after the simulated practice, and experimental group(41) that received structured debriefing. The Simulation Debriefing Assessment Scale (EADaS), and a questionnaire of perceived outcomes associated with the simulation were applied. Statistical analysis was performed with SPSS nonparametric tests. Formal and ethical aspects were respected. Results: The sample is mostly women (92.9%) with a mean age of 21.89±2.81years. Experimental group presented higher averages in all dimensions and in global EADaS, as well as statistically significant differences from the control group. Each of the dimensions evaluated is statistically significant and strongly correlated with the global. Regarding the results associated with simulation perceived by students, the experimental group generally perceived these results as being better in all areas surveyed. Conclusions: Structured debriefing in association with simulation has a higher impact for students compared to traditional feedback, with clear contributions to learning.

Avaliação do debriefing estruturado como estratégia pedagógica em enfermagem de saúde familiar

“…In the Psychosocial Value Dimension, it was clear that students perceive the technique of debriefing associated with simulation as an added-value for their professional future. This fact is also confirmed in other studies (Coutinho et al, 2014;Coutinho et al, 2016;Coutinho et al, 2017) where the pedagogical strategy shows better performance and development of teamwork skills as in this study, as well as proximity between the students and the teacher as a facilitator of the students' performance. This fact is also associated with the students' perceptions that the teacher has a genuine interest in their professional development.…”

“…In the Affective Value Dimension, where the total score was higher, it is clear that the environment created by the teacher and the relationship established with and among the students is very important, providing an environment that not only enables and promotes learning, but also improves performance, promotes teamwork, and improves the quality of the performance in clinical practice (Valenzuela-Suazo, 2016). This fact reinforces the results found in other studies (Coutinho et al, 2014;Coutinho et al, 2016;Coutinho et al, 2017), where the students perceive structured debriefing as a method that gives them greater motivation and interest. However, for that to happen, the trainer should master the debriefing strategy in order to facilitate learning in an environment that promotes the trainee's safety, confidence, and confidentiality (Costa et al, 2019).…”

“…Students' perception that they learn more, are able to identify the aspects to be improved, can focus on the important aspects of their performance, develop skills for making the right decisions while identifying priorities in their performance reinforces the results obtained in other studies with other scenarios and other goals, namely that the use of structured debriefing after simulation makes students reflect on the action and helps them to consolidate knowledge and change behaviors (Coutinho et al, 2014). Self-reflection is an instrument of autonomy that promotes the transition between the practice based on technical rationality and the reflective practice that leads to behavior change (Coutinho et al, 2017). It is essential because the delivery of quality care requires nurses to have a critical and reflexive attitude towards the clinical reality, which will allow them to build it and transform it (Valenzuela-Suazo, 2016).…”

“…Nursing education requires the development of skills for the performance of an active role in favor of the quality and safety of care (Valenzuela-Suazo, 2016). Although studies on structured debriefing in nursing education have revealed a very positive impact on the development of students' skills (Coutinho et al, 2014;Coutinho, Martins, & Pereira, 2016;Coutinho, Martins, & Pereira, 2017), these studies have been conducted in the area of medical-surgical nursing.…”

Cognitive abilities and medical students’ practice of physical exams: A quasi-experimental study

“…21,22 By enabling students' active participation, simulation presents itself as a strategy of greater impact for students when compared to more traditional strategies. 23 In relation to practical performance, these findings are grounded in Kolb's theories of Experiential Learning and on David Ausubel's Theory of Meaningful Learning. 24 Experiential learning is considered a continuous process based on reflection that begins when an individual is involved in a situation.…”