dc.contributor.author |
Garden, AL |
en |
dc.contributor.author |
Le Fevre, Deidre |
en |
dc.contributor.author |
Waddington, HL |
en |
dc.contributor.author |
Weller, Jennifer |
en |
dc.date.accessioned |
2016-09-14T23:15:52Z |
en |
dc.date.issued |
2015-05 |
en |
dc.identifier.citation |
Anaesthesia and Intensive Care, 2015, 43 (3), pp. 300 - 308 |
en |
dc.identifier.issn |
0310-057X |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/30352 |
en |
dc.description.abstract |
Non-technical skills training in healthcare frequently uses high-fidelity simulation followed by a facilitated discussion known as debriefing. This type of training is mandatory for anaesthesia training in Australia and New Zealand. Debriefing by a skilled facilitator is thought to be essential for new learning through feedback and reflective processes. Key elements of effective debriefing need to be clearly identified to ensure that the training is evidence-based. We undertook a systematic review of empirical studies where elements of debriefing have been systematically manipulated during non-technical skills training. Eight publications met the inclusion criteria, but seven of these were of limited generalisability. The only study that was generalisable found that debriefing by novice instructors using a script improved team leader performance in paediatric resuscitation. The remaining seven publications were limited by the small number of debriefers included in each study and these reports were thus analogous to case reports. Generally, performance improved after debriefing by a skilled facilitator. However, the debriefer provided no specific advantage over other post-experience educational interventions. Acknowledging their limitations, these studies found that performance improved after self-led debrief, no debrief (with experienced practitioners), standardised multimedia debrief or after reviewing a DVD of the participants' own eye-tracking. There was no added performance improvement when review of a video recording was added to facilitator-led debriefing. One study reported no performance improvement after debriefing. Without empirical evidence that is specific to the healthcare domain, theories of learning from education and psychology should continue to inform practices and teaching for effective debriefing. |
en |
dc.description.uri |
http://www.ncbi.nlm.nih.gov/pubmed/25943601 |
en |
dc.format.medium |
Print |
en |
dc.language |
English |
en |
dc.publisher |
Australian Society of Anaesthetists |
en |
dc.relation.ispartofseries |
Anaesthesia and Intensive Care |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0310-057X/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.subject |
Humans |
en |
dc.subject |
Learning |
en |
dc.subject |
Anesthesiology |
en |
dc.subject |
Clinical Competence |
en |
dc.subject |
Teaching |
en |
dc.subject |
Manikins |
en |
dc.subject |
Video Recording |
en |
dc.subject |
Australia |
en |
dc.subject |
New Zealand |
en |
dc.title |
Debriefing after simulation-based non-technical skill training in healthcare: a systematic review of effective practice |
en |
dc.type |
Journal Article |
en |
pubs.issue |
3 |
en |
pubs.begin-page |
300 |
en |
pubs.volume |
43 |
en |
dc.description.version |
VoR - Version of Record |
en |
dc.identifier.pmid |
25943601 |
en |
pubs.author-url |
http://search.ebscohost.com/login.aspx?direct=true&db=a2h&AN=102355737&site=ehost-live&scope=site |
en |
pubs.end-page |
308 |
en |
pubs.publication-status |
Published |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Review |
en |
pubs.elements-id |
487857 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.org-id |
Medical and Health Sciences |
en |
pubs.org-id |
School of Medicine |
en |
pubs.org-id |
Cent Medical & Hlth Sci Educat |
en |
dc.identifier.eissn |
1448-0271 |
en |
pubs.record-created-at-source-date |
2016-09-15 |
en |
pubs.dimensions-id |
25943601 |
en |