After the event: Debrief to make a difference

Objective To evaluate the educational effectiveness of feedback debriefing in clinical training. Methods Forty medical students and fifteen teachers were enrolled in the 2015 after-internship clinical training, which was newly designed to obtain the debriefing part. The test scores and single technical practices were collected and analyzed, before and after the training. DASH scoring system was used to evaluate the effect of debriefing in the team simulation. Results were statistically analyzed by SAS 9.2(SAS institute Inc). Quantitative data were described by ±s, while qualitative data were described by number and /or constituent ratio. Student's t test and Wilcoxon rank sum test were applied as needed. A P-value < 0.05 was considered to be significant. Results The scores of the students before and after the assessment were(41.88±8.54) vs. (65.06±13.83), and the difference was statistically significant(P=0.000). Individual skills before and after the course had a different degree of improvement. The average DASH-scores evaluated by the students, teachers and supervisors were (39.3±2.12) (very good), (35.1±4.18) (good) and (37.2±3.03) (very good), separately. Conclusions Potent debriefing helps to improve the effectiveness of simulation-based clinical training. Key words: Debriefing; Feedback; Clinical training; Simulation-based medical education

Objective To explore and analyze the effect of simulation-based learning combined with debriefing in neonatal resuscitation training. Methods A total of 114 clinical medical staffs attended the neonatal resuscitation training course hold by Department of Neonatology, Quzhou Maternal and Child Health Hospital from November 2014 to May 2015, and were randomly assigned to observation (n=60) and control group (n=84) by coin tossing. Staffs in the observation group adopted to training skills with simulation-based learning combined with debriefing,while those in the control group were educated with traditional method. The examinations on theoretical knowledge were taken before and after the training. Operational exam and self-confident questionnaire for all staffs on each procedure taught in the course were taken at last. Scores of the exams and self-confident questionnaire were compared between the two groups with t-test and Mann-Whitney U test. Results The mean score of theoretical test rose up significantly after the training in both observation and control group (25.19±2.62 vs 20.17±3.71, t=7.725, P<0.01; 25.44±2.64 vs 18.90±4.27, t=11.170, P<0.01), but no difference was found in this score after the training between the two groups (t=0.492, P=0.624). The practical operation examination score in the observation group was higher than that in the control (34.05±1.34 vs 31.32±4.10, t=4.183, P<0.01). All questionnaires sent to the staffs were retrieved (100%), and the total values after the training in the observation group were higher than in the control (mean rank: 92.81 vs 57.99; rank sum: 5 569 vs 4 872, Z=-4.96, P<0.01). Conclusions Simulation-based learning combined with debriefing is a much more effective teaching methods for neonatal resuscitation training, which might quickly improve the resuscitation skills of clinical staffs. Key words: Asphyxia neonatorum; Resuscitation; Education, professional, retraining; Programmed instruction as topic