J Vet Med Educ. 2021 Dec;48(6):656-663. doi: 10.3138/jvme-2020-0031. Epub 2021 May 4.
Post-event debriefing has been described as an effective tool in improving learning achievements in simulator-based teaching. This article examines the effect of structured post-event debriefing sessions in simulator-based veterinary clinical skills training. Nineteen Namibian veterinary students took part in instructor-led practice, self-directed practice with structured post-event debriefing and self-directed practice without debriefing (control) at three different learning stations in a veterinary clinical skills laboratory. Students evaluated their practice experience using Likert-type scales, and learning achievements were assessed using an objective structured clinical examination (OSCE). The results show that the choice of practice model had no significant effect on learning achievements overall. However, at individual learning stations, different practice models showed significant differences regarding effect on learning achievements. Students generally preferred practice sessions with some form of instructor involvement but the importance of instructor guidance was rated differently at each individual learning station.
事后回顾已被描述为一种在基于模拟的教学中提高学习成果的有效工具。本文探讨了在基于模拟的兽医临床技能培训中进行结构化事后回顾会议的效果。19 名纳米比亚兽医学生在兽医临床技能实验室的三个不同学习站参加了由指导员主导的实践、有结构化事后回顾的自我指导实践和无事后回顾的自我指导实践（对照组）。学生使用李克特量表评估他们的实践经验，使用客观结构化临床考试（OSCE）评估学习成果。结果表明，实践模式的选择对整体学习成果没有显著影响。然而，在个别学习站，不同的实践模式在对学习成果的影响方面显示出显著差异。学生普遍更喜欢指导员参与的实践课程，但指导员指导的重要性在每个单独的学习站的评价不同。
