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Using an OSCE to Explore the Role of Structured Debriefing and Self-Directed Learning in Simulator-Based Clinical
Samira L Schlesinger1, Wolfgang Heuwieser1, Carola Fischer-Tenhagen1
1Clinic for Animal Reproduction, Faculty of Veterinary Medicine, Freie Universität Berlin, Königsweg 65, 14163 Berlin, Germany.
Journal of Veterinary Medical Education
|August 19, 2022
Summary
Self-directed learning in veterinary education, with or without debriefing, did not significantly impact clinical skills performance on objective structured clinical examinations (OSCE). Student enjoyment of practice stations positively correlated with OSCE success.
Area of Science:
- Veterinary Medical Education
- Simulation-Based Learning
- Clinical Skills Training
Background:
- Self-directed learning (SDL) offers benefits in simulation-based clinical skills training.
- Post-event debriefing can complement SDL by providing feedback.
- Understanding the impact of SDL and debriefing on veterinary students' clinical performance is crucial.
Purpose of the Study:
- To compare the effectiveness of instructor-led practice, self-directed practice with debriefing, and self-directed practice without debriefing on clinical skills acquisition in veterinary medicine.
- To evaluate student performance in patient-related and technical clinical skills.
- To assess the influence of student enjoyment on learning outcomes.
Main Methods:
- Final-year veterinary students (n=111) were divided into three groups: instructor-led (I), self-directed with debriefing (D), and self-directed control (C).
- Students practiced four clinical skills (two patient-related, two technical) in a simulation laboratory.
- Performance was assessed via an Objective Structured Clinical Examination (OSCE) two days post-practice.
Main Results:
- No significant difference in OSCE pass rates was observed between the three learning groups across any station.
- Student preference for patient-related over technical skills stations was noted.
- Students who enjoyed practicing at a station had significantly higher OSCE pass rates (90.9%) compared to those who did not (77.8%).
Conclusions:
- Neither self-directed learning alone nor supplemented with debriefing significantly altered objective clinical skills performance compared to instructor-led sessions in this veterinary context.
- Student engagement and enjoyment appear to be significant factors influencing clinical skill acquisition and performance.
- Further research may explore pedagogical strategies to enhance student engagement in technical skill acquisition.
Keywords:
OSCEclinical skillsdebriefingproduction animal reproductionself-directed learningsimulation-based veterinary educationskills laboratory
