Communication content during debriefing in simulation-based medical education: An analytic framework and mixed-methods analysis.

Berger-Estilita, Joana; Lüthi, Valérie; Greif, Robert; Abegglen, Sandra (2021). Communication content during debriefing in simulation-based medical education: An analytic framework and mixed-methods analysis. Medical teacher, 43(12), pp. 1381-1390. Taylor & Francis 10.1080/0142159X.2021.1948521

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BACKGROUND

Debriefing is an indispensable component of simulation-based medical education, and it has great potential for contributions to reflective learning. Little is known about the relevance of communication during debriefings. We developed a category framework to assess the communication content of debriefings, which we used to analyze possible relationships to participant learning outcomes.

METHOD

We deductively and inductively developed a category framework for qualitative content analysis of debriefings. We coded 20 debriefings using this framework, and correlated debriefing frequency with learning outcomes (i.e. engagement, satisfaction, individual and team learning success).

RESULTS

The category framework comprised 9 main and 81 subcategories (48 debriefers, 27 participants, 6 simulated patients), which yielded good intercoder agreement. Debriefers and participants communicated equally using mostly advocacy, inquiry, illustration, and confirmation. Debriefer questions and participant inputs were positively related to learning outcomes. In contrast, guess-what-I-am-thinking, apologies, observations, use of materials, participant descriptions, simple repetition of statements, and evaluation by other participants were not positively associated with learning outcomes.

CONCLUSION

This study provides important new information about communication content during debriefings. The association between communication content and learning outcomes appears particularly relevant to further enhance efficacy of debriefings and simulation-based medical education.

Item Type:

Journal Article (Original Article)

Division/Institute:

04 Faculty of Medicine > Department of Intensive Care, Emergency Medicine and Anaesthesiology (DINA) > Clinic and Policlinic for Anaesthesiology and Pain Therapy
07 Faculty of Human Sciences > Institute of Psychology > Psychological and Behavioral Health

UniBE Contributor:

Berger-Estilita, Joana Marta, Greif, Robert, Abegglen, Sandra

Subjects:

600 Technology > 610 Medicine & health
100 Philosophy > 150 Psychology

ISSN:

1466-187X

Publisher:

Taylor & Francis

Language:

English

Submitter:

Jeannie Wurz

Date Deposited:

20 Jul 2021 10:19

Last Modified:

05 Dec 2022 15:52

Publisher DOI:

10.1080/0142159X.2021.1948521

PubMed ID:

34260335

Uncontrolled Keywords:

Debriefing advocacy communication inquiry simulation-based medical education training

BORIS DOI:

10.48350/157578

URI:

https://boris.unibe.ch/id/eprint/157578

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