Oikawa Sayaka, Berg Benjamin, Turban Joseph, Vincent Dale, Mandai Yasuhiro, Birkmire-Peters Deborah
SimTiki Simulation Center, Telehealth Research Institute, John A. Burns School of Medicine. University of Hawai'i at Manoa, Honolulu, HI (SO, BB, JT, DV, DB-P).
Hawaii J Med Public Health. 2016 May;75(5):127-32.
This study sought to determine if learner self-performance assessment (SPA) and team-performance assessment (TPA) were different when simulation based education (SBE) was supported by self-debriefing (S-DB), compared to traditional facilitator-led debriefing (F-DB). "One-Night-On-Call," an internship preparation curriculum, was selected to provide SBE. Participants worked as team members in 4 sequential bedside acute care problem-solving scenarios. Fifty-seven learners were randomized to 9 F-DB and 10 S-DB Teams. Participants completed SPA and TPA assessment checklist questionnaires immediately following the first and fourth (final) scenarios. Learner SPA and TPA scores improved overall from the first to the fourth scenarios (P <.05). F-DB versus S-DB cohorts did not differ in overall SPA scores. The F-DB average TPA score was 12.8 (SD±2.1) compared to a S-DB score of 14.1 (SD±2.1) (P =.001). F-DB participants' increase in TPA was due to increases in the Patient Assessment and Treatment sub-domains that exceeded corresponding improvements in the S-DB cohort. Self- debriefing strategies are equivalent to facilitator-led debriefing in some situations. Self-debriefing offers opportunities to enable simulation-based education by decreasing the number of required faculty debriefers, and may be uniquely well matched to simulation-based teamwork training.
本研究旨在确定，与传统的由教员主导的总结汇报（F-DB）相比，当基于模拟的教育（SBE）由自我总结汇报（S-DB）支持时，学习者自我表现评估（SPA）和团队表现评估（TPA）是否存在差异。选择“一夜值班”这一实习准备课程来提供SBE。参与者在4个连续的床边急性护理问题解决场景中作为团队成员工作。57名学习者被随机分为9个F-DB组和10个S-DB组。参与者在第一个和第四个（最后一个）场景结束后立即完成SPA和TPA评估清单问卷。从第一个场景到第四个场景，学习者的SPA和TPA分数总体上有所提高（P<.05）。F-DB组和S-DB组的总体SPA分数没有差异。F-DB组的平均TPA分数为12.8（标准差±2.1），而S-DB组的分数为14.1（标准差±2.1）（P=.001）。F-DB组参与者TPA的提高是由于患者评估和治疗子领域的提高超过了S-DB组的相应改善。在某些情况下，自我总结汇报策略与教员主导的总结汇报相当。自我总结汇报通过减少所需教员总结汇报者的数量，为基于模拟的教育提供了机会，并且可能与基于模拟的团队合作培训特别匹配。
