1. The Equivalence of Video Self-review Versus Debriefing After Simulation: Can Faculty Resources Be Reallocated?
- Author
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Ann Willemsen-Dunlap, Vivian Lau, Gregory J. Tudor, Jeremy S McGarvey, John A. Vozenilek, Gregory Podolej, Jessica D. Svendsen, and Lisa T. Barker
- Subjects
medicine.medical_specialty ,Sedation ,Debriefing ,Original Contributions ,Significant difference ,education ,Emergency department ,Emergency Nursing ,Checklist ,Education ,Primary outcome ,Significant positive correlation ,Emergency Medicine ,medicine ,Physical therapy ,medicine.symptom ,Psychology ,Cohort study - Abstract
INTRODUCTION: Traditional simulation debriefing is both time‐ and resource‐intensive. Shifting the degree of primary learning responsibility from the faculty to the learner through self‐guided learning has received greater attention as a means of reducing this resource intensity. The aim of the study was to determine if video‐assisted self‐debriefing, as a form of self‐guided learning, would have equivalent learning outcomes compared to standard debriefing. METHODS: This randomized cohort study consisting of 49 PGY‐1 to ‐3 emergency medicine residents compared performance after video self‐assessment utilizing an observer checklist versus standard debriefing for simulated emergency department procedural sedation (EDPS). The primary outcome measure was performance on the second EDPS scenario. RESULTS: Independent‐samples t‐test found that both control (standard debrief) and intervention (video self‐assessment) groups demonstrated significantly increased scores on Scenario 2 (standard—t(40) = 2.20, p
- Published
- 2018