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

• Published in: Journal of allied health Vol. 47; no. 2; p. 107
• Main Authors: Doherty-Restrepo, Jennifer, Odai, Michelle, Harris, Meisha, Yam, Tiffany, Potteiger, Kelly, Montalvo, Alicia
• Format: Journal Article
• Language: English
• Published: United States 2018
• ISSN: 1945-404X

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 simulation-based education on knowledge, skills, and confidence; however, less research has examined students' perception of debriefing. To compare peer- and faculty-facilitated debriefing on students' confidence and perceptions of simulation effectiveness. 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. 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). Students perceived peer- and faculty-facilitated debriefing as equally effective. Peers may assume a facilitator role and provide an effective debriefing session following simulation.