Comparing reflection levels between facilitator-led and student-led debriefing in simulation training for paramedic...

Area of Science:

• Medical Education
• Simulation-Based Training
• Paramedic Science

Background:

• Healthcare simulation provides experiential learning, bridging academic study and clinical practice.
• Investigating Peer-Assisted Learning (PAL) in simulation by having experienced paramedic students lead sessions.
• This approach aims to enhance student learning through teaching roles and optimize training cost-effectiveness.

Purpose of the Study:

• To compare reflection levels between facilitator-led and student-led simulation debriefings.
• To analyze reflection levels across different scenario types (paediatric emergencies vs. complex assessments).
• To assess student engagement in both facilitator-led and student-led debriefing settings.

Main Methods:

• Observational non-inferiority study analyzing filmed and transcribed debriefings of third-year paramedic students.
• Reflection levels rated using a modified Fleck's analytical framework (R0-R4).
• Chi-square tests used for comparing reflection levels and engagement (number of turns).

Main Results:

• No statistically significant differences in reflection levels (R0-R4) between facilitator-led and student-led debriefings (p=0.178).
• Student contributions were nearly equal (49% vs. 51%) in both settings.
• Complex assessment scenarios showed significantly higher reflection levels than paediatric emergencies (p=0.010).

Conclusions:

• Student-led simulation debriefings are as effective as facilitator-led ones in promoting student reflection.
• Student-led simulation offers a potentially cost-effective supplement to traditional simulation training.
• Scenario design, particularly complexity, significantly impacts the depth of student reflection.