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. 2019 Aug 12;4(1):36-42.
doi: 10.1002/aet2.10372. eCollection 2020 Jan.

The Equivalence of Video Self-review Versus Debriefing After Simulation: Can Faculty Resources Be Reallocated?

Gregory J Tudor  1   2 , Gregory S Podolej  1   2   3 , Ann Willemsen-Dunlap  2   3 , Vivian Lau  1   2 , Jessica D Svendsen  3 , Jeremy McGarvey  3 , John A Vozenilek  1   3 , Lisa T Barker  1   3
Affiliations

The Equivalence of Video Self-review Versus Debriefing After Simulation: Can Faculty Resources Be Reallocated?

Gregory J Tudor et al. AEM Educ Train. .

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 < 0.05; video-t(45) = 3.88, p < 0.05). There was a large and significant positive correlation between faculty and resident self-evaluation (r = 0.70, p < 0.05). There was no significant difference between faculty and residents self-assessment mean scores (t(24) = 1.90, p = 0.07).

Conclusions: Residents receiving feedback on their performance via video-assisted self-debriefing improved their performance in simulated EDPS to the same degree as with standard faculty debriefing. Video-assisted self-debriefing is a promising avenue for leveraging the benefits of simulation-based training with reduced resource requirements.

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Figures

Figure 1
Figure 1
Conditional plot illustrating relationship between randomization, scenario, and performance score.
Figure 2
Figure 2
Comparison of resident vs faculty self‐evaluation.
See this image and copyright information in PMC

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