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Resident versus faculty member simulation debriefing.

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Senior residents and faculty physicians provide similar quality simulation instruction for internal medicine interns. This study found no significant differences in intern learning or debriefing quality between near-peer and faculty-led sessions.

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Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Internal Medicine Residency

Background:

  • Near-peer teaching is recognized as effective in graduate medical education.
  • However, its effectiveness compared to faculty-led teaching in resident simulation has not been extensively studied.
  • This research specifically addresses this gap in internal medicine residency training.

Purpose of the Study:

  • To compare the effectiveness of near-peer teaching versus faculty member teaching in internal medicine intern simulation sessions.
  • To evaluate the quality of debriefing sessions led by senior residents compared to academic faculty doctors.

Main Methods:

  • Internal medicine interns participated in four simulation cases.
  • Two cases were debriefed by faculty, and two by senior residents.
  • Knowledge assessments (pre- and post-simulation), Debriefing Assessment for Simulation in Healthcare (DASH) surveys, and analysis of transcribed debriefings were used for evaluation.

Main Results:

  • Fifty interns participated, with an 88% response rate for the DASH survey.
  • No significant differences were found in DASH scores, post-simulation knowledge assessments, or error rates during debriefing between faculty and resident instructors.
  • Statistical analysis showed no significant difference (p=0.13 for DASH, p=0.31 for error rates).

Conclusions:

  • Senior residents and faculty members deliver a comparable quality of simulation instruction.
  • These findings support the integration of near-peer teaching as a valuable method in resident simulation training.
  • Both teaching modalities yield similar outcomes in intern learning and debriefing quality.