Impact of a simulation-based education approach for health sciences: demo, debrief, and do
Abstract Background Skill-based practice (e.g., communication skills) is important for individuals to incorporate into students' learning and can be challenging in large classes. Simulation-based education (SBE) is a method where students can learn and practice skills in a safe environment to u...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-10-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04655-w |
| _version_ | 1827633824980271104 |
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| author | Elizabeth Orsega-Smith Tara Leonard Laurie Ruggiero Nicolette Amato Jamie O’Hara |
| author_facet | Elizabeth Orsega-Smith Tara Leonard Laurie Ruggiero Nicolette Amato Jamie O’Hara |
| author_sort | Elizabeth Orsega-Smith |
| collection | DOAJ |
| description | Abstract Background Skill-based practice (e.g., communication skills) is important for individuals to incorporate into students' learning and can be challenging in large classes. Simulation-based education (SBE) is a method where students can learn and practice skills in a safe environment to use in real world settings with assistance of peer coaching. The COVID-19 pandemic presented challenges to providing students with sufficient SBE. The purpose of this paper is to: a.) describe a SBE approach for health coaching referred to as “Demo, Debrief, and Do” (DDD), b.) discuss how this approach became important in COVID-19 classroom experiences, c.) describe the impact of DDD activity on students in a health sciences curriculum. DDD is a collaborative activity where graduate health coaching students demonstrate coaching skills, debrief their demonstration, and support undergraduate students to demonstrate (or do) their own coaching skills in a small virtual online setting. Methods Qualitative feedback from 121 undergraduate students enrolled in 3 sections of a behavior change strategies course and quantitative surveys to examine their confidence in applying the skills and overall satisfaction with DDD were gathered. Results The overall average confidence level following the lab was 31.7 (0–35). The average satisfaction level following the lab was 23.3 (0–25 range). The most common highlight of this DDD experience described was observing the coaching demonstration (i.e., demo), followed by the feedback (i.e., debrief), and the practice (i.e., do). Conclusion The (DDD) simulation approach fulfilled an educational need during the COVID 19 pandemic and filled a gap in offering SBE opportunities for both graduate and undergraduate students while learning effective client-communication skills health coaching delivery. |
| first_indexed | 2024-03-09T15:04:53Z |
| format | Article |
| id | doaj.art-62f7032d41e04dba9d0a3bdca0ee82ff |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-09T15:04:53Z |
| publishDate | 2023-10-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-62f7032d41e04dba9d0a3bdca0ee82ff2023-11-26T13:41:08ZengBMCBMC Medical Education1472-69202023-10-0123111210.1186/s12909-023-04655-wImpact of a simulation-based education approach for health sciences: demo, debrief, and doElizabeth Orsega-Smith0Tara Leonard1Laurie Ruggiero2Nicolette Amato3Jamie O’Hara4Department of Health Behavior and Nutrition Sciences, University of DelawareDepartment of Health Behavior and Nutrition Sciences, University of DelawareDepartment of Health Behavior and Nutrition Sciences, University of DelawareDepartment of Health Behavior and Nutrition Sciences, University of DelawareDepartment of Health Behavior and Nutrition Sciences, University of DelawareAbstract Background Skill-based practice (e.g., communication skills) is important for individuals to incorporate into students' learning and can be challenging in large classes. Simulation-based education (SBE) is a method where students can learn and practice skills in a safe environment to use in real world settings with assistance of peer coaching. The COVID-19 pandemic presented challenges to providing students with sufficient SBE. The purpose of this paper is to: a.) describe a SBE approach for health coaching referred to as “Demo, Debrief, and Do” (DDD), b.) discuss how this approach became important in COVID-19 classroom experiences, c.) describe the impact of DDD activity on students in a health sciences curriculum. DDD is a collaborative activity where graduate health coaching students demonstrate coaching skills, debrief their demonstration, and support undergraduate students to demonstrate (or do) their own coaching skills in a small virtual online setting. Methods Qualitative feedback from 121 undergraduate students enrolled in 3 sections of a behavior change strategies course and quantitative surveys to examine their confidence in applying the skills and overall satisfaction with DDD were gathered. Results The overall average confidence level following the lab was 31.7 (0–35). The average satisfaction level following the lab was 23.3 (0–25 range). The most common highlight of this DDD experience described was observing the coaching demonstration (i.e., demo), followed by the feedback (i.e., debrief), and the practice (i.e., do). Conclusion The (DDD) simulation approach fulfilled an educational need during the COVID 19 pandemic and filled a gap in offering SBE opportunities for both graduate and undergraduate students while learning effective client-communication skills health coaching delivery.https://doi.org/10.1186/s12909-023-04655-wSimulation based exercisePeer learning, Skills-based practiceHealth coaching |
| spellingShingle | Elizabeth Orsega-Smith Tara Leonard Laurie Ruggiero Nicolette Amato Jamie O’Hara Impact of a simulation-based education approach for health sciences: demo, debrief, and do BMC Medical Education Simulation based exercise Peer learning, Skills-based practice Health coaching |
| title | Impact of a simulation-based education approach for health sciences: demo, debrief, and do |
| title_full | Impact of a simulation-based education approach for health sciences: demo, debrief, and do |
| title_fullStr | Impact of a simulation-based education approach for health sciences: demo, debrief, and do |
| title_full_unstemmed | Impact of a simulation-based education approach for health sciences: demo, debrief, and do |
| title_short | Impact of a simulation-based education approach for health sciences: demo, debrief, and do |
| title_sort | impact of a simulation based education approach for health sciences demo debrief and do |
| topic | Simulation based exercise Peer learning, Skills-based practice Health coaching |
| url | https://doi.org/10.1186/s12909-023-04655-w |
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