Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study
Abstract Background Debriefing is effective and inexpensive to increase learning benefits of participants in simulation-based medical education. However, suitable communication patterns during debriefings remain to be defined. This study aimed to explore interaction patterns during debriefings and t...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-09-01
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| Series: | Advances in Simulation |
| Online Access: | https://doi.org/10.1186/s41077-022-00222-3 |
| _version_ | 1798003092853096448 |
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| author | Sandra Abegglen Robert Greif Yves Balmer Hans Joerg Znoj Sabine Nabecker |
| author_facet | Sandra Abegglen Robert Greif Yves Balmer Hans Joerg Znoj Sabine Nabecker |
| author_sort | Sandra Abegglen |
| collection | DOAJ |
| description | Abstract Background Debriefing is effective and inexpensive to increase learning benefits of participants in simulation-based medical education. However, suitable communication patterns during debriefings remain to be defined. This study aimed to explore interaction patterns during debriefings and to link these to participants’ satisfaction, perceived usefulness, and self-reported learning outcomes. Methods We assessed interaction patterns during debriefings of simulation sessions for residents, specialists, and nurses from the local anaesthesia department at the Bern University Hospital, Bern, Switzerland. Network analysis was applied to establish distinctive interaction pattern categories based on recorded interaction links. We used multilevel modelling to assess relationships between interaction patterns and self-reported learning outcomes. Results Out of 57 debriefings that involved 111 participants, discriminatory analyses revealed three distinctive interaction patterns: ‘fan’, ‘triangle’, and ‘net’. Participants reported significantly higher self-reported learning effects in debriefings with a net pattern, compared to debriefings with a fan pattern. No effects were observed for participant satisfaction, learning effects after 1 month, and perceived usefulness of simulation sessions. Conclusions A learner-centred interaction pattern (i.e. net) was significantly associated with improved short-term self-reported individual learning and team learning. This supports good-practice debriefing guidelines, which stated that participants should have a high activity in debriefings, guided by debriefers, who facilitate discussions to maximize the development for the learners. |
| first_indexed | 2024-04-11T12:02:30Z |
| format | Article |
| id | doaj.art-ffc013e27f454fa6b63a7ea41716bf29 |
| institution | Directory Open Access Journal |
| issn | 2059-0628 |
| language | English |
| last_indexed | 2024-04-11T12:02:30Z |
| publishDate | 2022-09-01 |
| publisher | BMC |
| record_format | Article |
| series | Advances in Simulation |
| spelling | doaj.art-ffc013e27f454fa6b63a7ea41716bf292022-12-22T04:24:48ZengBMCAdvances in Simulation2059-06282022-09-017111010.1186/s41077-022-00222-3Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network studySandra Abegglen0Robert Greif1Yves Balmer2Hans Joerg Znoj3Sabine Nabecker4Department of Health Psychology and Behavioural Medicine, University of BernDepartment of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of BernDepartment of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of BernDepartment of Health Psychology and Behavioural Medicine, University of BernDepartment of Anaesthesiology and Pain Management, Sinai Health System, University of TorontoAbstract Background Debriefing is effective and inexpensive to increase learning benefits of participants in simulation-based medical education. However, suitable communication patterns during debriefings remain to be defined. This study aimed to explore interaction patterns during debriefings and to link these to participants’ satisfaction, perceived usefulness, and self-reported learning outcomes. Methods We assessed interaction patterns during debriefings of simulation sessions for residents, specialists, and nurses from the local anaesthesia department at the Bern University Hospital, Bern, Switzerland. Network analysis was applied to establish distinctive interaction pattern categories based on recorded interaction links. We used multilevel modelling to assess relationships between interaction patterns and self-reported learning outcomes. Results Out of 57 debriefings that involved 111 participants, discriminatory analyses revealed three distinctive interaction patterns: ‘fan’, ‘triangle’, and ‘net’. Participants reported significantly higher self-reported learning effects in debriefings with a net pattern, compared to debriefings with a fan pattern. No effects were observed for participant satisfaction, learning effects after 1 month, and perceived usefulness of simulation sessions. Conclusions A learner-centred interaction pattern (i.e. net) was significantly associated with improved short-term self-reported individual learning and team learning. This supports good-practice debriefing guidelines, which stated that participants should have a high activity in debriefings, guided by debriefers, who facilitate discussions to maximize the development for the learners.https://doi.org/10.1186/s41077-022-00222-3 |
| spellingShingle | Sandra Abegglen Robert Greif Yves Balmer Hans Joerg Znoj Sabine Nabecker Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study Advances in Simulation |
| title | Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study |
| title_full | Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study |
| title_fullStr | Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study |
| title_full_unstemmed | Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study |
| title_short | Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study |
| title_sort | debriefing interaction patterns and learning outcomes in simulation an observational mixed methods network study |
| url | https://doi.org/10.1186/s41077-022-00222-3 |
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