C Durand1, T Secheresse2, M Leconte3. 1. Réseau périnatal des 2 Savoie, centre hospitalier Métropole Savoie, BP 31125, 73011 Chambéry cedex, France. Electronic address: cdurand.rp2s@free.fr. 2. Centre d'enseignement par simulation (CEnSIM), centre hospitalier Métropole Savoie, BP 31125, 73011 Chambéry cedex, France; Laboratoire des sciences de l'éducation, université Grenoble Alpes, BP 47, 38040 Grenoble cedex 9, France. 3. Réseau périnatal des 2 Savoie, centre hospitalier Métropole Savoie, BP 31125, 73011 Chambéry cedex, France.
Abstract
OBJECTIVE: To evaluate the contribution of the Debriefing Assessment for Simulation in Healthcare (DASH, Centre for Medical Simulation, Harvard) in a high-fidelity simulation in situ program used for newborn resuscitation training. METHODS: The DASH was scored by trainees and instructors at the end of the session. The instructors' feedback and opinions were collected. RESULTS: The study included 16 training sessions (ten maternity units) with 156 trainees and ten instructors (45 DASH). The mean DASH score was rated at 6.6/7 by the learners and 5.4/7 by the instructors. For each element, the instructors scored the DASH lower than the learners (P<0.001). For each session, the instructors' DASH scores were lower than the learners' score (P<0.001). The instructors' DASH scores progressed during the first three sessions of the study. The instructors evaluated the DASH's usefulness at 3.6/7 in self-evaluation and at 6.3/7 if used collectively. CONCLUSION: The trainees evaluated the debriefing with high-level DASH scores, thus validating the educational aim of the program. In contrast, the instructors' DASH scores were lower and heterogeneous. Debriefing high-fidelity simulations remains a complex exercise. The use of the DASH can be a helpful measure for instructors in regard of their own practice. Its main advantage could be in providing a validated tool that will allow a "debriefing of debriefing".
OBJECTIVE: To evaluate the contribution of the Debriefing Assessment for Simulation in Healthcare (DASH, Centre for Medical Simulation, Harvard) in a high-fidelity simulation in situ program used for newborn resuscitation training. METHODS: The DASH was scored by trainees and instructors at the end of the session. The instructors' feedback and opinions were collected. RESULTS: The study included 16 training sessions (ten maternity units) with 156 trainees and ten instructors (45 DASH). The mean DASH score was rated at 6.6/7 by the learners and 5.4/7 by the instructors. For each element, the instructors scored the DASH lower than the learners (P<0.001). For each session, the instructors' DASH scores were lower than the learners' score (P<0.001). The instructors' DASH scores progressed during the first three sessions of the study. The instructors evaluated the DASH's usefulness at 3.6/7 in self-evaluation and at 6.3/7 if used collectively. CONCLUSION: The trainees evaluated the debriefing with high-level DASH scores, thus validating the educational aim of the program. In contrast, the instructors' DASH scores were lower and heterogeneous. Debriefing high-fidelity simulations remains a complex exercise. The use of the DASH can be a helpful measure for instructors in regard of their own practice. Its main advantage could be in providing a validated tool that will allow a "debriefing of debriefing".
Authors: Shiva Zargham; Amy Hanson; Megan Laniewicz; Mary Sandquist; David O Kessler; Gregory E Gilbert; Aaron W Calhoun Journal: AEM Educ Train Date: 2020-06-17