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Currently submitted to: JMIR Serious Games

Date Submitted: Mar 9, 2020
Open Peer Review Period: Mar 9, 2020 - Mar 29, 2020
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Effect of Computer debriefing on acquisition and retention of learning after screen-based simulation of neonatal resuscitation: a randomized study.

  • Daphné Michelet; 
  • Jessy Barré; 
  • Jennifer Truchot; 
  • Maire-Aude Piot; 
  • Philippe Cabon; 
  • Antoine Tesnière; 

ABSTRACT

Background:

Debriefing is key in the simulation learning process.

Objective:

This study focuses on the impact of a computer debriefing on learning acquisition and retention after a screen-based simulation training on neonatal resuscitation designed for midwifery students.

Methods:

Midwifery students participated in two screen-based simulation sessions: session 1 and session 2 two months later. They were randomized in two groups: participants of the Debriefing group underwent a computer debriefing focusing on technical (TS) and non-technical (NTS) at the end of each scenario while the Control group received no debriefing. During session 1, students participated in two scenarios of screen-based simulation on neonatal resuscitation. The first scenario represented the baseline level. During session 2, the students participated in a third scenario. The three scenarios had an increasing level of difficulty. Assessments included a knowledge questionnaire on neonatal resuscitation, a self-efficacy rating and the expert evaluation of technical skills with the Neonatal Resuscitation Performance Evaluation (NRPE) score and non-technical skills with the Anesthetist Non-Technical Skills (ANTS) scoring system. We compared results between the groups with a Mann–Whitney U test.

Results:

Twenty-eight midwifery students participated in the study. The students from the Debriefing group reached higher ANTS scores than the control group during session 1 (13.25 vs 9, U=47.5, P=.02). Scores remained higher, without statistical difference during session 2 (10 vs 7.75, P=.08). Debriefing group had higher self-efficacy ratings at session 2 (3 vs 2, U=52, P=.02).When comparing the knowledge questionnaires, the significant baseline difference (13 for Debriefing group vs 14.5 for Control group, P=.05) disappeared at the end of session 1 and at session 2. No difference was found for the assessment of technical skills between groups or between sessions.

Conclusions:

Computer debriefing seems to improve non-technical skills, self-efficacy and knowledge when compared to the absence of debriefing during a screen-based simulation. This study confirms the importance of debriefing after screen-based simulation as after any other kind of medical simulation. Clinical Trial: Clinical trial NCT03844009


 Citation

Please cite as:

Michelet D, Barré J, Truchot J, Piot M, Cabon P, Tesnière A

Effect of Computer debriefing on acquisition and retention of learning after screen-based simulation of neonatal resuscitation: a randomized study.

JMIR Preprints. 09/03/2020:18633

DOI: 10.2196/preprints.18633

URL: https://preprints.jmir.org/preprint/18633

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