Video-assisted Debriefing Research Articles

Effectiveness of Video-Assisted Debriefing in Health Education: An Integrative Review.

Debriefing is an integral component of the high-fidelity simulation experience in health education. Video-assisted debriefing (VAD) is used to structure debriefing following simulation. This review synthesizes the best available evidence about VAD compared with verbal debriefing; moreover, it reviews the effectiveness of VAD on students' learning outcomes and learners' perceptions of using VAD postsimulation sessions. Databases included Med-line, Scopus, CINAHL, and EMBASE, and articles published between 2000 and 2016 were reviewed if they used the keywords video-assisted debriefing, HFS, debriefing and learning outcomes, and video-playback debriefing. Fourteen studies met the inclusion criteria. Three themes emerged: VAD Effectiveness Compared to Verbal (Oral) Debriefing, VAD Effectiveness on Learning Outcomes, and Learners' Perceptions of VAD Experience. VAD following simulation experiences compared with other debriefing modalities resulted in mixed findings related to learning outcomes in health education. More research on debriefing practices is needed that describes all key debriefing components. [J Nurs Educ. 2018;57(1):14-20.].

Comparison of the effects of debriefing methods on psychomotor skills, self-confidence, and satisfaction in novice nursing students: A quasi-experimental study.

Oral debriefing (OD) and video-assisted debriefing (VAD) are commonly used debriefing methods, with no evidence of superiority of one to another. The present study aimed to compare the effects of OD and VAD on the development of learning outcomes in nursing students. This is a quasi-experimental study. A total of 50 first-year nursing students participated in this study. Participants in the control group participated in OD and those in the intervention group took part in VAD. Debriefing improved psychomotor skills, self-confidence, and student satisfaction in both groups. There was no statistically significant difference between OD and VAD in the study outcomes. Both OD and VAD methods have significantly positive impact on simulation outcomes and can increase preparedness of nursing students before entering the clinical settings. Given the widespread use of simulation, more studies are needed to evaluate different methods of debriefing to optimize the usefulness of simulation-based learning.

Comparing Effectiveness of Video-Assisted Oral Debriefing versus Oral Debriefing Alone During Human Resuscitation Simulation: A Randomized Trial

Aim of the study: Debriefing is central to simulation-based education. As its optimal format is unknown, video-feedback may optimize the learning process. The purpose of the study was to evaluate the potential benefits of videoassisted oral debriefing (VAOD) versus oral debriefing alone (ODA) for improving performance in a Basic Life Support with an Automated External Defibrillator (BLS/ AED) scenario. Methods: One hundred and forty candidates (physicians and nurses) were enrolled in the study. After performing a pretest scenario, participants were randomized into two groups to receive a facilitated debriefing: either ODA or VAOD. Participants were then asked to complete a posttest scenario. Pre- and posttests were video recorded to allow a blinded independent reviewer to rate each participant’s skills in both tests, using the European Resuscitation Council BLS/AED provider assessment record tool. Results: Overall BLS/AED resuscitation performance scores improved in both groups [mean (SD), 57.08% (1.77%) for ODA pretests vs. 89.77% (2.15%) for ODA posttests (p<0.001); 64.31% (2.54%) for VAOD pretests vs. 91.15% (3.08%) for VAOD posttests (p=0.06)]. Score improvement was not found to be very different between the two groups (+33% for ODA vs. +27% for VAOD, p=0.06). Conclusion: Using VAOD in human resuscitation simulation did not show any advantage over ODA and did not enhance its impact on the participants’ perception. However, our results suggested that the use of a debriefing process (either oral or video-assisted) contributes to a significant improvement in resuscitation skills.

Using High-Fidelity Simulation and Video-Assisted Debriefing to Enhance Obstetrical Hemorrhage Mock Code Training.

The purpose of this descriptive, one-group posttest study was to explore the nursing staff's perception of the benefits of using high-fidelity simulation during mandated obstetrical hemorrhage mock code training. In addition, the use of video-assisted debriefing was used to enhance the nursing staff's evaluation of their communication and teamwork processes during a simulated obstetrical crisis. The convenience sample of 84 members of the nursing staff consented to completing data collection forms and being videotaped during the simulation. Quantitative results for the postsimulation survey showed that 93% of participants agreed or totally agreed that the use of SimMan made the simulation more realistic and enhanced learning and that debriefing and the use of videotaped playback improved their evaluation of team communication. Participants derived greatest benefit from reviewing their performance on videotape and discussing it during postsimulation debriefing. Simulation with video-assisted debriefing offers hospital educators the ability to evaluate team processes and offer support to improve teamwork with the ultimate goal of improving patient outcomes during obstetrical hemorrhage.

Survey of factors influencing learner engagement with simulation debriefing among nursing students.

Simulation-based education has escalated worldwide, yet few studies have rigorously explored predictors of learner engagement with simulation debriefing. The purpose of this cross-sectional, descriptive survey was to identify factors that determine learner engagement with simulation debriefing among nursing students. A convenience sample of 296 Korean nursing students enrolled in the simulation-based course completed the survey. A total of five instruments were used: (i) Characteristics of Debriefing; (ii) Debriefing Assessment for Simulation in Healthcare - Student Version; (iii) The Korean version of the Simulation Design Scale; (iv) Communication Skills Scale; and (v) Clinical-Based Stress Scale. Multiple regression analysis was performed using the variables to investigate the influencing factors. The results indicated that influencing factors of learning engagement with simulation debriefing were simulation design, confidentiality, stress, and number of students. Simulation design was the most important factor. Video-assisted debriefing was not a significant factor affecting learner engagement. Educators should organize and conduct debriefing activities while considering these factors to effectively induce learner engagement. Further study is needed to identify the effects of debriefing sessions targeting learners' needs and considering situational factors on learning outcomes.

Effects of Video-Assisted Debriefing Compared with Standard Oral Debriefing

BackgroundVideo playback during debriefing is a frequent recommendation to develop skillful practice; however, research shows no clear benefit. MethodA randomized controlled trial was conducted to determine the effects of type of debriefing on psychophysiological stress responses and performance of nursing students in a repeated simulation after approximately two weeks. ResultsCompared with oral debriefing, video-assisted debriefing had no significant effect on the psychophysiological stress responses and performance. Across sessions, state anxiety significantly decreased and performance score improved. ConclusionReduced psychological stress and improved performance found in the repeat exposure validate the usefulness of simulation-based education to foster practice-based learning.

Using full immersive simulation to prepare trauma teams to work in a major trauma centre

A reconfiguration of trauma services in the UK has led to the development of trauma networks with major trauma centres. This article describes the use of fully immersive simulation to train whole trauma teams in both a traditional simulation centre setting and ‘in situ’ in the clinical environment. Carefully designed scenarios that are driven by experienced faculty allow modern trauma management concepts, such as damage control resuscitation and massive transfusion to be explored within a hospital’s own organisational structure. Human factors specific to the trauma team can also be explored as part of a video-assisted debrief.

Effects of Simulation-based Training for Basic Life Support Utilizing Video-assisted Debriefing on Non-Technical and Technical Skills of Nursing Students

Purpose: The purpose of this study was to investigate the effects of simulation-based training (SBT) for basic life support (BLS) utilizing video-assisted debriefing (VAD) about non-technical skills (NTSs) and technical skills (TSs). The goal of the proposed study is the evaluation of a teaching method about the correct application of cardiopulmonary resuscitation (CPR). Methods: The study design was a control group pre- and post-test non-synchronized experimental design. The sample included twelve teams of 36 nursing students. Both the experimental and the control groups received the SBT for BLS. Only the experimental groups received VAD where as the control groups had a verbal debriefing. Raters who used checklists for TSs and NTSs evaluated both groups. Data were analyzed by the SPSS 20.0 using Cronbach's ⍺, Intraclass Correlation Coefficient (ICC), Mann-Whitney U test and Willcoxon signed rank test. Results: The experimental groups scored higher than the control groups in both TSs (p=.004) and the NTSs (p=.008). Conclusion: The findings of this study suggest that NTSs are an important factor that lead CPR successfully, so VAD can be used as an efficient teaching-learning strategy in the SBT for BLS for nursing students and nurses.

Synchronous Mobile Audio-Visual Recording Technology (SMART) Cart for Healthcare Simulation Debriefing

Introduction. Video-assisted debriefing is commonly used in healthcare simulation. The ability to conduct video-assisted debriefing during in situ simulation is limited by the capacity to quickly and easily record and playback video in the clinical environment. Methods. We developed the Synchronous Mobile Audio-visual Recording Technology Cart (SMART-Cart) to improve the ability to conduct video-assisted debriefing during in situ simulation. The SMART-Cart is composed of a compact metal cart, integrated dual wide-angled pan-tilt-zoom cameras, microphones, high-performance audio-video computer with two rear facing video monitors, and a large front-facing video screen positioned for easy video playback and review. Results. During pilot-testing involving 75 simulations with the capture of over 10 GB of audiovisual data, the SMART-Cart functioned extremely well with no technical issues. Setup and take down speeds were significantly faster using the SMART-Cart as compared to traditional in situ video debriefing methods. Use of the SMART-Cart was also resulted in a 50% reduction in the overall foot-print of the simulation recording equipment. Discussion. Based on our experience, the SMART-Cart provides a fast and reliable option to facilitate video-assisted debriefing during in situ simulation. Further investigation into the process of video-assisted debriefing using the SMART-Cart are warranted.

Comparison of the Effects of Video-assisted Debriefing and Educational Workshops on the Quality of Neonatal Resuscitation

Background: Poor neonatal resuscitation can lead to death or irreversible consequences in newborns. Therefore, proper training using suitable techniques and continuous practice are of pivotal importance. Aim: to compare the effects of video-assisted debriefing and educational workshops on the quality of neonatal resuscitation. Methods: In this semi-experimental three-group study, 90 cases of resuscitation were recorded at Omolbanin Hospital of Mashhad, Iran during February 2014-January 2015. The cases were divided into debriefing, educational workshop and control groups. In the first stage, 30 cases of resuscitation were recorded in the control group. In the second stage, the resuscitation team participated in educational workshops, and finally, debriefing classes were held. Thirty cases of resuscitation were recorded and evaluated, using a resuscitation quality assessment checklist, based on Neonatal Resuscitation Program (NRP)-2011. For data analysis, Chi-square, ANOVA and Kruskal-Wallis tests were performed, using SPSS version 11.5. Results: In total, 55 (61.1%) newborns were males and the mean gestational age was 37.2±4.2 weeks. The resuscitation quality score was higher in the debriefing group (40.9±12.1), compared to the workshop (19.6±11.7) and control (14.3±9.9) groups. The difference was significant between debriefing and workshop groups, as well as debriefing and control groups (P<0.001). However, no significant difference was observed between the control and educational workshop groups (P=0.17) Conclusion: Video-assisted debriefing was more effective in improving neonatal resuscitation, compared to educational workshops. Therefore, this method is recommended for neonatal resuscitation training at hospitals.

Comparison of Baccalaureate Nursing Students' Experience of Video-Assisted Debriefing versus Oral Debriefing following High-Fidelity Human Simulation

High-Fidelity Human Simulation (HFHS) is used in many disciplines, including nursing, as an innovative teaching pedagogy that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. The main focus of debriefing is to stimulate reflection and encourage communication while exploring the emotions of the participants. These emotions assist in framing the experience that aids in enhancement of learning for the student. This quantitative, quasi-experimental study explored the comparison of two debriefing processes, video-assisted and oral, by assessing the students' opinion of the debriefing experience and the students' rating of the importance of the debriefing experience. Participants were first semester baccalaureate nursing students. The overall finding and the four subscales for both dependent variables showed no statistical significance. This article provides further evidence to guide educators to a preferred method of debriefing students after a simulated experience.

Prehospital trauma care education for first responders in India

BackgroundA major factor contributing to global trauma mortality and morbidity is the lack of effective prehospital trauma services in developing settings. We developed a 2-d training course for nondoctor first responders featuring high-fidelity simulation and video-assisted debriefing, self-directed learning videos, and native language instruction. Materials and methodsA pilot session was conducted in Jodhpur, Rajasthan. Eighteen local instructors were recruited to train 48 layperson first responders in 10 essential subjects. Didactic sessions of 15–20 min consisting of self-directed learning videos were followed by 30–40 min skill sessions featuring high-fidelity simulation, and concluded with 15–20 min video-debriefing periods. Changes in competence were evaluated using pretraining and posttraining surveys. ResultsResults demonstrated that statistically significant competence increases in all areas of trauma management assessed: airway (t[46] = 7.30, P < 0.000), hemorrhage (t[46] = 9.96, P < 0.000), fractures (t[46] = 9.22, P < 0.000), cervical spine injury (t[46] = 12.12, P = 0.000), chest injury (t[46] = 7.84, P < 0.000), IV line placement (t[46] = 4.36, P < 0.000), extrication (t[46] = 2.81, P < 0.005), scene assessment (t[46] = 7.06, P < 0.000), triage (t[46] = 5.92, P < 0.000), and communication (t[46] = 5.56, P < 0.000). Highest increases in competence were observed in cervical spine injury and hemorrhage management, with lowest increases in IV line placement and extrication. ConclusionsResults suggest this approach may be effective in imparting prehospital trauma management concepts to layperson first responders. This study highlights an innovative educational avenue through which trauma management capacity can be enhanced in developing settings.

Expert Practice of Video-Assisted Debriefing: An Australian Qualitative Study

BackgroundDebriefing is a significant component of simulation-based education. Video-assisted debriefing (VAD) refers to the use of audiovisual capture and review to support participants' learning after simulations. With technological advances, VAD is increasingly accessible. However, there are challenges associated with optimal use. We sought expert debriefers' views on their practices of VAD. MethodExpert debriefers who work with manikin-based immersive simulation were peer nominated by simulation education experts. Twenty-four debriefers participated in semistructured interviews. VAD inductively emerged as a significant category from transcripts. All extracts pertaining to VAD were extracted and analyzed using thematic and content analysis. ResultsThematic analysis explored (a) how and when expert debriefers use video in debriefing, (b) impact of audiovisual systems, (c) educational approaches to VAD, and (d) debriefers balancing benefits and challenges using VAD. ConclusionsOverall, this study indicates that expert debriefers share a belief that video is an adjunct to debriefing. VAD use is variable from almost always to very rarely used. Analysis suggests that optimal use of VAD in a single debrief is at most a few short clips, with learners oriented to the educational purpose of the particular extracts.

Debriefing for technology-enhanced simulation: a systematic review and meta-analysis.

Debriefing is a common feature of technology-enhanced simulation (TES) education. However, evidence for its effectiveness remains unclear. We sought to characterise how debriefing is reported in the TES literature, identify debriefing features that are associated with improved outcomes, and evaluate the effectiveness of debriefing when combined with TES. We systematically searched databases, including MEDLINE, EMBASE and Scopus, and reviewed previous bibliographies for original comparative studies investigating the use of TES with debriefing in training health care providers. Reviewers, in duplicate, evaluated study quality and abstracted information on instructional design, debriefing and outcomes. Effect sizes (ES) were pooled using random-effects meta-analysis. From 10903 potentially eligible studies, we identified 177 studies (11 511 learners) that employed debriefing as part of TES. Key characteristics of debriefing (e.g. duration, educator presence and characteristics, content, structure/method, timing, use of video) were usually incompletely reported. A meta-analysis of four studies demonstrated that video-assisted debriefing has negligible and non-significant effects for time skills (ES = 0.10) compared with non-video-assisted debriefing. Meta-analysis demonstrated non-significant effects in favour of expert modelling with short debriefing in comparison with long debriefing (ES range = 0.21-0.74). Among studies comparing terminal with concurrent debriefing, results were variable depending on outcome measures and the context of training (e.g. medical resuscitation versus technical skills). Eight additional studies revealed insight into the roles of other debriefing-related factors (e.g. multimedia debriefing, learner-led debriefing, debriefing duration, content of debriefing). Among studies that compared simulation plus debriefing with no intervention, pooled ESs were favourable for all outcomes (ES range = 0.28-2.16). Limited evidence suggests that video-assisted debriefing yields outcomes similar to those of non-video-assisted debriefing. Other debriefing design features show mixed or non-significant results. As debriefing characteristics are usually incompletely reported, future debriefing research should describe all the key debriefing characteristics along with their associated descriptors.

Research Abstract - Board #313 Attitudes toward Video-Assisted Debriefing after a Simulation in Undergraduate Nursing Students

Research Abstract - Board #313 Attitudes toward Video-Assisted Debriefing after a Simulation in Undergraduate Nursing Students

Attitudes toward Video-Assisted Debriefing after simulation in undergraduate nursing students: An application of Q methodology

Video-Assisted Debriefing (VAD) provides an affirmative self-reflection through reviewing what went right, what went wrong, what had to be done, and what should be done in the future. To identify attitudes toward Video-Assisted Debriefing after a simulation in undergraduate nursing students. Q-methodology, which has been identified as a method for the analysis of subjective viewpoints and to have the strengths of both qualitative and quantitative methods, was used. College of Nursing in Seoul. A convenience P-sample consisting of 44 third-year undergraduate nursing students. Thirty-nine selected Q-statements from each of 44 participants (P-sample) were classified into the shape of a normal distribution using a 9-point bipolar scale from -4 for strongly disagree to +4 for strongly agree. The collected data were analyzed using the pc-QUANL program. Three discrete factors emerged: Factor I (VAD helps self-reflection; strategic view), Factor II (VAD makes us tired and humiliated; reluctant view), and Factor III (VAD boosts self-confidence; forward view). The findings could be used as a cornerstone for application of customized debriefing method to undergraduate nursing students. Debriefing techniques considering student's individual learning style.

Board 313 - Research Abstract Attitudes toward Video-Assisted Debriefing after a Simulation in Undergraduate Nursing Students

Board 313 - Research Abstract Attitudes toward Video-Assisted Debriefing after a Simulation in Undergraduate Nursing Students

The “Bird's-Eye View”: A Novel Use of Video-Assisted Debriefing in Medical Simulation

Simulation (SIM) is an important learning aid to evaluate medical knowledge, team skills, and decisionmaking. Debriefing participants is a crucial aspect of this process. Video-assisted debriefing (VAD), a common tool for this purpose, often provides a global view as opposed to focusing on the team leader's experience.

The Effectiveness of Video-Assisted Debriefing Versus Oral Debriefing Alone at Improving Neonatal Resuscitation Performance

Debriefing is a critical component of effective simulation-based medical education. The optimal format in which to conduct debriefing is unknown. The use of video review has been promoted as a means of enhancing debriefing, and video-assisted debriefing is widely used in simulation training. Few empirical studies have evaluated the impact of video-assisted debriefing, and the results of those studies have been mixed. The objective of this study was to compare the effectiveness of video-assisted debriefing to oral debriefing alone at improving performance in neonatal resuscitation. Thirty residents, divided into 15 teams of 2 members each, participated in the study. Each team completed a series of 3 neonatal resuscitation simulations. Each simulation was followed by a facilitated debriefing. Teams were randomly assigned to receive either oral debriefing alone or video-assisted debriefing after each simulation. Objective measures of performance and times to complete critical tasks in resuscitation were evaluated by blinded video review on the first (pretest) and the third (posttest) simulations using a previously validated tool. Overall neonatal resuscitation performance scores improved in both groups [mean (SD), 83% (14%) for oral pretest vs. 91% (7%) for oral posttest (P = 0.005); 81% (16%) for video pretest vs. 93% (10%) for video posttest (P < 0.001)]. There was no difference in performance scores between the 2 groups on either the pretest or posttest [overall posttest scores, 91.3% for oral vs. 93.4% for video (P = 0.59)]. Times to complete the critical tasks of resuscitation also did not differ significantly between the 2 study groups. The educational effect of the video-assisted debriefing versus oral debriefing alone was small (d = 0.08). Using this study design, we failed to show a significant educational benefit of video-assisted debriefing. Although our results suggest that the use of video-assisted debriefing may not offer significant advantage over oral debriefing alone, exactly why this is the case remains obscure. Further research is needed to define the optimal role of video review during simulation debriefing in neonatal resuscitation.

Reply to

Reply to