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Student perspectives on post-simulation debriefing.
Chris Timmis1, Katherine Speirs1
1Undergraduate Centre, Dudley Group of Hospitals NHS Trust, Russells Hall Hospital, Dudley, UK.
The Clinical Teacher
|June 3, 2015
Summary
Medical students find the advocacy-inquiry method (AIM) debriefing acceptable. This simulation debriefing technique encourages exploring underlying thoughts and is suitable for undergraduate medical education.
Area of Science:
- Medical Education
- Simulation-Based Learning
- Healthcare Professional Training
Background:
- Structured debriefing is crucial for learning from simulations.
- The advocacy-inquiry method (AIM) is a debriefing model focusing on understanding student rationale.
- AIM is a newer approach in simulation-based medical education.
Purpose of the Study:
- To evaluate final-year medical students' perceptions of the advocacy-inquiry method (AIM) in simulation debriefing.
- To assess student comfort levels and the effectiveness of AIM in addressing curriculum areas.
- To explore changes in student preferences regarding debriefing styles over their final year.
Main Methods:
- Survey of two cohorts (n=21 each) of final-year medical students post-AIM debriefing.
- Data collection on prior simulation/debriefing experience and perceptions of AIM.
- Analysis of student feedback on AIM's impact on exploring thoughts and curriculum coverage.
Main Results:
- 91% of students found clinical assessment best addressed by AIM.
- 71% felt encouraged to explore and challenge underlying thoughts and beliefs.
- Most students (95%) did not feel uncomfortable during AIM debriefing; second-semester students were less inclined to want direct instruction.
Conclusions:
- Students perceive the advocacy-inquiry method (AIM) as an acceptable simulation debriefing technique.
- AIM's direct questioning is acceptable to most students, encouraging deeper learning.
- AIM debriefing is recommended for undergraduate medical education settings.
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