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Summary
This summary is machine-generated.

This study shows that an asynchronous online training program effectively teaches debriefers to use Debriefing for Meaningful Learning (DML). Participants improved their DML skills with repeated feedback, demonstrating competence in this crucial educational method.

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Area of Science:

  • Medical Education
  • Healthcare Simulation
  • Professional Development

Background:

  • Effective debriefing is crucial for student learning but challenging to teach.
  • Limited evidence exists on optimal training and evaluation methods for debriefers.

Purpose of the Study:

  • To develop and test an asynchronous online modular training program for teaching Debriefing for Meaningful Learning (DML).
  • To incorporate repeated formative feedback to enhance debriefer competence.

Main Methods:

  • Debriefers completed an asynchronous distributed modular training program.
  • Self-evaluation and recorded debriefing submissions were used for assessment.
  • The Debriefing for Meaningful Learning Evaluation Scale (DMLES) was utilized for expert feedback.

Main Results:

  • Most debriefers achieved DML competence post-training.
  • DMLES scores demonstrated improvement with successive debriefing submissions.

Conclusions:

  • The asynchronous distributed modular training program is effective for teaching DML.
  • This training approach supports the development of skilled debriefers.