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The Debriefing Assessment in Real Time (DART) tool for simulation-based medical education
BACKGROUND: Debriefing is crucial for enhancing learning following healthcare simulation. Various validated tools have been shown to have contextual value for assessing debriefers. The Debriefing Assessment in Real Time (DART) tool may offer an alternative or additional assessment of conversational...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10013984/ https://www.ncbi.nlm.nih.gov/pubmed/36918946 http://dx.doi.org/10.1186/s41077-023-00248-1 |
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author | Baliga, Kaushik Halamek, Louis P. Warburton, Sandra Mathias, Divya Yamada, Nicole K. Fuerch, Janene H. Coggins, Andrew |
author_facet | Baliga, Kaushik Halamek, Louis P. Warburton, Sandra Mathias, Divya Yamada, Nicole K. Fuerch, Janene H. Coggins, Andrew |
author_sort | Baliga, Kaushik |
collection | PubMed |
description | BACKGROUND: Debriefing is crucial for enhancing learning following healthcare simulation. Various validated tools have been shown to have contextual value for assessing debriefers. The Debriefing Assessment in Real Time (DART) tool may offer an alternative or additional assessment of conversational dynamics during debriefings. METHODS: This is a multi-method international study investigating reliability and validity. Enrolled raters (n = 12) were active simulation educators. Following tool training, the raters were asked to score a mixed sample of debriefings. Descriptive statistics are recorded, with coefficient of variation (CV%) and Cronbach’s α used to estimate reliability. Raters returned a detailed reflective survey following their contribution. Kane’s framework was used to construct validity arguments. RESULTS: The 8 debriefings (μ = 15.4 min (SD 2.7)) included 45 interdisciplinary learners at various levels of training. Reliability (mean CV%) for key components was as follows: instructor questions μ = 14.7%, instructor statements μ = 34.1%, and trainee responses μ = 29.0%. Cronbach α ranged from 0.852 to 0.978 across the debriefings. Post-experience responses suggested that DARTs can highlight suboptimal practices including unqualified lecturing by debriefers. CONCLUSION: The DART demonstrated acceptable reliability and may have a limited role in assessment of healthcare simulation debriefing. Inherent complexity and emergent properties of debriefing practice should be accounted for when using this tool. |
format | Online Article Text |
id | pubmed-10013984 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-100139842023-03-15 The Debriefing Assessment in Real Time (DART) tool for simulation-based medical education Baliga, Kaushik Halamek, Louis P. Warburton, Sandra Mathias, Divya Yamada, Nicole K. Fuerch, Janene H. Coggins, Andrew Adv Simul (Lond) Innovation BACKGROUND: Debriefing is crucial for enhancing learning following healthcare simulation. Various validated tools have been shown to have contextual value for assessing debriefers. The Debriefing Assessment in Real Time (DART) tool may offer an alternative or additional assessment of conversational dynamics during debriefings. METHODS: This is a multi-method international study investigating reliability and validity. Enrolled raters (n = 12) were active simulation educators. Following tool training, the raters were asked to score a mixed sample of debriefings. Descriptive statistics are recorded, with coefficient of variation (CV%) and Cronbach’s α used to estimate reliability. Raters returned a detailed reflective survey following their contribution. Kane’s framework was used to construct validity arguments. RESULTS: The 8 debriefings (μ = 15.4 min (SD 2.7)) included 45 interdisciplinary learners at various levels of training. Reliability (mean CV%) for key components was as follows: instructor questions μ = 14.7%, instructor statements μ = 34.1%, and trainee responses μ = 29.0%. Cronbach α ranged from 0.852 to 0.978 across the debriefings. Post-experience responses suggested that DARTs can highlight suboptimal practices including unqualified lecturing by debriefers. CONCLUSION: The DART demonstrated acceptable reliability and may have a limited role in assessment of healthcare simulation debriefing. Inherent complexity and emergent properties of debriefing practice should be accounted for when using this tool. BioMed Central 2023-03-14 /pmc/articles/PMC10013984/ /pubmed/36918946 http://dx.doi.org/10.1186/s41077-023-00248-1 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Innovation Baliga, Kaushik Halamek, Louis P. Warburton, Sandra Mathias, Divya Yamada, Nicole K. Fuerch, Janene H. Coggins, Andrew The Debriefing Assessment in Real Time (DART) tool for simulation-based medical education |
title | The Debriefing Assessment in Real Time (DART) tool for simulation-based medical education |
title_full | The Debriefing Assessment in Real Time (DART) tool for simulation-based medical education |
title_fullStr | The Debriefing Assessment in Real Time (DART) tool for simulation-based medical education |
title_full_unstemmed | The Debriefing Assessment in Real Time (DART) tool for simulation-based medical education |
title_short | The Debriefing Assessment in Real Time (DART) tool for simulation-based medical education |
title_sort | debriefing assessment in real time (dart) tool for simulation-based medical education |
topic | Innovation |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10013984/ https://www.ncbi.nlm.nih.gov/pubmed/36918946 http://dx.doi.org/10.1186/s41077-023-00248-1 |
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