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[The use of the Debriefing Assessment for Simulation in Healthcare (DASH) in a simulation-based team learning program
C Durand1, T Secheresse2, M Leconte1
1Réseau périnatal des 2 Savoie, centre hospitalier Métropole Savoie, BP 31125, 73011 Chambéry cedex, France.
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".
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