Peer-led versus instructor-led structured debriefing in high-fidelity simulation: a mixed-methods study on teaching effectiveness.

Autor: He X; School of nursing, Southern Medical University, No. 1023 Shatai South Road, Guangzhou, Guangdong, 510515, China.; The First Affiliated Hospital of University of South China, Hengyang, Hu Nan, 421001, China., Rong X; School of nursing, Southern Medical University, No. 1023 Shatai South Road, Guangzhou, Guangdong, 510515, China., Shi L; School of nursing, Southern Medical University, No. 1023 Shatai South Road, Guangzhou, Guangdong, 510515, China. 35508897@qq.com., Qin F; School of nursing, Southern Medical University, No. 1023 Shatai South Road, Guangzhou, Guangdong, 510515, China., Fang Y; School of nursing, Southern Medical University, No. 1023 Shatai South Road, Guangzhou, Guangdong, 510515, China., Zhang P; School of nursing, Southern Medical University, No. 1023 Shatai South Road, Guangzhou, Guangdong, 510515, China., Wei T; School of nursing, Southern Medical University, No. 1023 Shatai South Road, Guangzhou, Guangdong, 510515, China., Liang Q; School of nursing, Southern Medical University, No. 1023 Shatai South Road, Guangzhou, Guangdong, 510515, China., Liu W; School of nursing, Southern Medical University, No. 1023 Shatai South Road, Guangzhou, Guangdong, 510515, China.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Nov 12; Vol. 24 (1), pp. 1290. Date of Electronic Publication: 2024 Nov 12.
DOI: 10.1186/s12909-024-06262-9
Abstrakt: Background: Debriefing is the essential element of simulation teaching. Peer-led structured debriefing simulations could be a suitable approach because of the peers' similarity in age and experience to the students. The purpose of this study was to compare the teaching effectiveness of peer-led debriefing versus instructor-led debriefing in high-fidelity simulation scenarios.
Methods: The study used a mixed-method approach, integrating quasi-experimental and qualitative components. A total of 88 third-year nursing students were randomly distributed into the instructor-led or peer-led group, with equal sample sizes in both cohorts. The study compared knowledge acquisition, simulation performance, student satisfaction and self-confidence in learning, and debriefing experience between the two groups. In addition, interviews were conducted with students in the peer-led group after the course.
Results: The scores of students' simulation performance scale were higher in the peer-led group than in the instructor-led group, and both groups made significant gains in knowledge. The peer-led group and instructor-led group demonstrated similar performance in terms of knowledge, simulated performance, reporting experience, student satisfaction, and learning confidence. The semi-structured interview results indicated that students in the peer-led group expressed approval of peer facilitators.
Conclusions: Our study demonstrated that students in the peer-led group showed better performance in the simulation, and both groups demonstrated improved knowledge. Thus, with the premise of peers receiving training, the peer-led simulation teaching method can be regarded as a supplementary strategy for simulation teaching to enrich the form of simulation teaching and improve the effectiveness of simulation teaching.
Competing Interests: Declarations Ethics approval and consent to participate The study was approved by the Southern Medical University Biomedical Ethics Committee (No. 2021-033). Participants were informed about the study’s objectives, the confidentiality of their information, and the voluntary nature of their participation. All students provided written informed consent. Consent for publication Not applicable. Competing interests The authors declare no competing interests.
(© 2024. The Author(s).)
Databáze: MEDLINE
Externí odkaz: