![]() For instance, in the DASH debriefers are assessed globally on their ability to provide an “engaging learning environment” and explore “performance gaps”. These aids assess debriefers’ performance on a Likert-scale based on specific observable behaviors. A number of recognized scoring aids are commonly used to assess debriefing quality including the Objective Structured Assessment of Debriefing (OSAD), and the Debriefing Assessment for Simulation in Healthcare (DASH) tools. Assessments of debriefing quality assist in improving the future performance of debriefers. ĭebriefing is recognized as an essential component of SBME delivery. ![]() Effective debriefers are often seen to encourage reflection, uncover performance gaps and promote a discussion of how to improve management of future scenarios. Facilitation of debriefings is viewed as a difficult skill to master. ![]() Simulation-based medical education (SBME) allows participants to safely apply skills in a team-based context with debriefing allowing for collective reflection and learning. Future studies should assess reliability in a wider pool of debriefings and examine potential uses in faculty development. The DART tool appears to be reliable for the recording of data which may be useful for informing feedback to debriefers. Lower variances in IQ and TR: suggest overall consistency regardless of scores being lumped or split. Higher CV% observed in IS and TR may be attributable to rater characterizations of longer contributions as either lumped or split. The small sample size confined analysis to descriptive statistics and coefficient of variations (CV%) as an estimate of reliability. The primary endpoint was an assessment of the estimated reliability of the tool. MethodsĮxperienced faculty from four geographically disparate university-affiliated simulation centers rated video-based debriefings and a transcript using the DART. Ratios for IQ:IS and TR: may estimate the level of debriefer inclusivity and participant engagement. The DART is uses a cumulative tally of instructor questions (IQ), instructor statements (IS) and trainee responses (TR). The Debriefing Assessment in Real Time (DART) tool represents an alternative debriefing aid that uses quantitative measures to estimate quality and requires minimal training to use. Various rating tools aim to assess simulation debriefing quality, but their use may be limited by complexity and subjectivity.
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