Students' Perception of Peer and Faculty Debriefing Facilitators Following Simulation-Based Education

• Published in: Journal of allied health Vol. 47; no. 2; pp. 107 - 112
• Main Authors: Doherty-Restrepo, Jennifer, Odai, Michelle, Harris, Meisha, Yam, Tiffany, Potteiger, Kelly, Montalvo, Alicia
• Format: Journal Article
• Language: English
• Published: Washington The Association of Schools of Allied Health Professions 01.07.2018; John Colbert; Association of Schools of Allied Health Professions
• Subjects: Communication; Confidence; Education; Educational Objectives; Experiential learning; Feedback; Interactive learning; Knee; Learning; Learning Processes; Learning Theories; Perceptions; Performance evaluation; RESEARCH ARTICLE; Simulation; Skill Development; Skills; Sports training; Students
• ISSN: 0090-7421; 1945-404X

CONTEXT: Debriefing (discussion led by a facilitator) in simulation-based education enhances dual learning for facilitators and students. Debriefing guides students to critically reflect on their performance in a simulation setting, thus allowing improvement in cognitive and clinical skills. Research has examined the effectiveness of simulationbased education on knowledge, skills, and confidence; however, less research has examined students' perception of debriefing. OBJECTIVE: To compare peer- and faculty-facilitated debriefing on students' confidence and perceptions of simulation effectiveness. METHODS: Pretest-posttest design, evaluating 23 first-year athletic training students in a CAATE-accredited professional master's program. Participants responded to a series of questions at pre- and posttest using the Debriefing Assessment for Simulation in Healthcare (DASH) to evaluate participant self-confidence of select clinical skills and perceived effectiveness of debriefing. RESULTS: Participants reported a significant increase from pretest to posttest in their confidence in making a differential diagnosis (F=4.26, p=0.03) and ability to share thoughts and emotions without fear of being shamed or humiliated (F=2.08, p=0.05). CONCLUSION: Students perceived peer- and faculty-facilitated debriefing as equally effective. Peers may assume a facilitator role and provide an effective debriefing session following simulation.