Farooq Omer, Thorley-Dickinson Victoria A, Dieckmann Peter, Kasfiki Eirini V, Omer Rasha M I A, Purva Makani
Hull Institute of Learning and Simulation, Hull Royal Infirmary, Hull, UK.
BMJ Simul Technol Enhanc Learn. 2017 Apr 5;3(2):48-53. doi: 10.1136/bmjstel-2015-000070. eCollection 2017.
Learning from simulation takes place to a large extent in debriefing; however, there is still sparse knowledge about the advantages and disadvantages of debriefing methods. 2 common forms are video-assisted and oral only debriefing. We set out to determine if there is increased knowledge acquisition for candidates undergoing video, rather than oral debriefing.
Second year doctors were randomised to a training day with oral or video feedback. Candidates underwent an emergency clinical scenario followed by feedback. The candidates completed 30 multiple choice questions related to managing common clinical emergencies presimulation and postsimulation training.
There was no significant difference in the postscore mean for the oral debriefing (128.3, SD 5.16) and video-assisted debriefing group (127.1, SD=5.96). There was significant interaction between precourse and postcourse scores with superior knowledge acquisition for candidates with lower precourse scores (p=0.008). The candidates with lowest precourse score showed significant improvement in the orally debriefed group in comparison to video debriefed group.
Our results showed that video debriefing has equivocal effect to oral debriefing. Oral debriefing provides superior knowledge acquisition to learners with lower precourse test scores.
从模拟中学习很大程度上发生在总结讨论环节；然而，关于总结讨论方法的优缺点仍知之甚少。两种常见形式是视频辅助总结讨论和仅口头总结讨论。我们着手确定接受视频总结讨论的参与者相比口头总结讨论是否能增加知识获取。
将二年级医生随机分配到接受口头或视频反馈的培训日。参与者经历一个紧急临床场景，随后进行反馈。参与者在模拟培训前和模拟培训后完成30道与处理常见临床紧急情况相关的多项选择题。
口头总结讨论组（128.3，标准差5.16）和视频辅助总结讨论组（127.1，标准差 = 5.96）的后测平均分无显著差异。课前和课后分数之间存在显著交互作用，课前分数较低的参与者知识获取情况更好（p = 0.008）。与视频总结讨论组相比，课前分数最低的参与者在口头总结讨论组中显示出显著进步。
我们的结果表明，视频总结讨论与口头总结讨论效果相当。口头总结讨论为课前测试分数较低的学习者提供了更好的知识获取。
