Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study.

Abegglen, Sandra; Greif, Robert; Balmer, Yves; Znoj, Hans Joerg; Nabecker, Sabine (2022). Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study. Advances in simulation, 7(1), p. 28. BioMed Central 10.1186/s41077-022-00222-3

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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.

Item Type:

Journal Article (Original Article)

Division/Institute:

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

UniBE Contributor:

Abegglen, Sandra, Greif, Robert, Balmer, Yves, Znoj, Hans Jörg

Subjects:

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

ISSN:

2059-0628

Publisher:

BioMed Central

Language:

English

Submitter:

Pubmed Import

Date Deposited:

08 Sep 2022 10:46

Last Modified:

05 Dec 2022 16:23

Publisher DOI:

10.1186/s41077-022-00222-3

PubMed ID:

36068593

BORIS DOI:

10.48350/172742

URI:

https://boris.unibe.ch/id/eprint/172742

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