Currently submitted to: JMIR Serious Games
Date Submitted: Mar 9, 2020
Open Peer Review Period: Mar 9, 2020 - Mar 29, 2020
(closed for review but you can still tweet)
NOTE: This is an unreviewed Preprint
Warning: This is a unreviewed preprint (What is a preprint?). Readers are warned that the document has not been peer-reviewed by expert/patient reviewers or an academic editor, may contain misleading claims, and is likely to undergo changes before final publication, if accepted, or may have been rejected/withdrawn (a note "no longer under consideration" will appear above).
Peer-review me: Readers with interest and expertise are encouraged to sign up as peer-reviewer, if the paper is within an open peer-review period (in this case, a "Peer-Review Me" button to sign up as reviewer is displayed above). All preprints currently open for review are listed here. Outside of the formal open peer-review period we encourage you to tweet about the preprint.
Citation: Please cite this preprint only for review purposes or for grant applications and CVs (if you are the author).
Final version: If our system detects a final peer-reviewed "version of record" (VoR) published in any journal, a link to that VoR will appear below. Readers are then encourage to cite the VoR instead of this preprint.
Settings: If you are the author, you can login and change the preprint display settings, but the preprint URL/DOI is supposed to be stable and citable, so it should not be removed once posted.
Submit: To post your own preprint, simply submit to any JMIR journal, and choose the appropriate settings to expose your submitted version as preprint.
Effect of Computer debriefing on acquisition and retention of learning after screen-based simulation of neonatal resuscitation: a randomized study.
Debriefing is key in the simulation learning process.
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.
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.
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.
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
Request queued. Please wait while the file is being generated. It may take some time.
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.