Pedagogical use of video for feedback and reflection in simulation-based team-training

• Within the educational sciences, the use of video in providing feedback on student performance has been investigated in several research studies. The current study aligns to this interest and investigates how video recordings of simulation scenarios are used as basis for feedback and reflection in healthcare education. The data corpus consists of forty video recorded simulation sessions that were part of a team training of medical and nursing students. The sessions were designed to provide opportunities for joint team training in order to develop competencies for interprofessional collaboration. The use of simulations for team training of health care students and professionals has a long tradition. A common assumption is that facilitated feedback discussions (debriefings) are critical for positive learning outcomes to occur. Whether and how such effects are achieved, however, have not been thoroughly addressed (Fanning & Gaba, 2007). In recent years, the use of video recordings of simulated scenarios in subsequent debriefings has become common practice and it is often thought to be beneficial (cf. Dieckmann et al., 2008). In relation to simulation-based team training, the concept “video-assisted debriefing” is commonly used to describe a facilitated discussion where short video sequences are used as a basis for feedback and reflection on team conduct. Empirical studies on how video features in this practice are, however, mainly absent. The general aim of the presentation is to address how video recordings can be used as a ground for feedback and reflection in facilitated group discussions in various educational settings. Based on short video sequences from the data material, the presentation will address how the use of video contributes to in-depth discussions on specific aspects of teamwork in the simulation scenario. Preliminary analyses indicate that selection of episodes, the introduction and framing of them as well as how they subsequently are discussed all are important for how the debriefings evolve. In the recorded sessions, two methods for introducing and following-up the video clips have been observed. One approach applied by the facilitators is to be very specific about the aspects that should be subject for discussion, whilst another is to be more open-ended and hand over to the students what aspects to focus on. In the present study, the significance of the facilitators’ questions and framing of the clips are subject to further analysis. References Dieckmann, P., Reddersen, S., Zieger, J., & Rall, M. (2008). A structure for video-assisted debriefing in simulator-basedtraining of crisis resource management. In R. Kyle & B. W. Murray (Eds.), Clinical Simulation: Operations, Engineering, and Management (pp. 667-676). Burlington: Academic Press. Fanning R.M. & Gaba D.M. (2007). The Role of Debriefing in Simulation-Based Learning. Simulation in Healthcare, 2(2): 115-125.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

simulering

debriefing

videofeedback

instruktion

reflektion

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)