Un article proposant le modèle CDR de débriefing de situation de simulation immersive
Debriefing for the Transfer of Learning: The Importance of Context
Etienne Rivière, Morgan Jaffrelot, Jean Jouquan, Gilles Chiniara Acad Med. 2019
Abstract
The advent of simulation-based education has caused a renewed interest in feedback and debriefing. However, little attention has been given to the issue of transfer of learning from the simulation environment to real-life and novel situations. In this article, the authors discuss the importance of context in learning, based on the frameworks of analogical transfer and situated cognition, and the limitations that context imposes on transfer. They suggest debriefing strategies to improve transfer of learning: positioning the lived situation within its family of situations and implementing the metacognitive strategies of contextualizing, decontextualizing, and recontextualizing. In contextualization, the learners' actions, cognitive processes, and frames of reference are discussed within the context of the lived experience, and their mental representation of the situation and context is explored. In decontextualization, the underlying abstract principles are extracted without reference to the situation, and in recontextualization, those principles are adapted and applied to new situations and to the real-life counterpart. This requires that the surface and deep features that characterize the lived situation be previously compared and contrasted with those of the same situation with hypothetical scenarios ("what if"), of new situations within the same family of situations, of the prototype situation, and of real-life situations. These strategies are integrated into a cyclical contextualization, decontextualization, and recontextualization model to enhance debriefing.
Procedural simulation (PS) is increasingly being used worldwide in healthcare for training caregivers in psychomotor competencies. It has been demonstrated to improve learners' confidence and competence in technical procedures, with consequent positive impacts on patient outcomes and safety. Several frameworks can guide healthcare educators in using PS as an educational tool. However, no theory-informed practical framework exists to guide them in including PS in their training programs. We present 12 practical tips for efficient PS training that translates educational concepts from theory to practice, based on the existing literature. In doing this, we aim to help healthcare educators to adequately incorporate and use PS both for optimal learning and for transfer into professional practice.
Simulation is being increasingly used worldwide in healthcare education. However, it is costly both in terms of finances and human resources. As a consequence, several institutions have designed programs offering several short immersive simulation sessions, each followed by short debriefings. Although debriefing is recommended, no tool exists to assess appropriateness of short debriefings after such simulation sessions. We have developed the Simulation in Healthcare retrOaction Rating Tool (SHORT) to assess short debriefings, and provide some validity evidence for its use.
METHODS:
We designed this scale based on our experience and previously published instruments, and tested it by assessing short debriefings of simulation sessions offered to emergency medicine residents at Laval University (Canada) from 2015 to 2016. Analysis of its reliability and validity was done using Standards for educational and psychological testing. Generalizability theory was used for testing internal structure evidence for validity.
RESULTS:
Two raters independently assessed 22 filmed short debriefings. Mean debriefing length was 10:35 (min 7:21; max 14:32). Calculated generalizability (reliability) coefficients are φ = 0.80 and φ-λ3 = 0.82. The generalizability coefficient for a single rater assessing three debriefings is φ = 0.84.
CONCLUSIONS:
The G study shows a high generalizability coefficient (φ ≥ 0.80), which demonstrates a high reliability. The response process evidence for validity provides evidence that no errors were associated with using the instrument. Further studies should be done to demonstrate validity of the English version of the instrument and to validate its use by novice raters trained in the use of the SHORT.
Un article analysant le raisonnement clinique chez les sages-femmes
Analysis of midwifery teachers' approach to identifying student midwives with poor clinical reasoning skills
Delphine Ricros, Étienne Rivière
Midwifery. 2018
Abstract
OBJECTIVE:
To analyse midwifery teachers' pedagogic approaches to remediation for student midwives with poor clinical reasoning skills.
METHODS:
A mixed-methods approach using a questionnaire and in-depth interviews.
SETTING:
Midwifery schools in France.
PARTICIPANTS:
Teachers in French midwifery schools.
MEASUREMENTS AND FINDINGS:
A quarter of the teachers had no training in clinical reasoning. Midwifery teachers mainly identified students' clinical reasoning difficulties during clinical supervision with a non-validated tool. All teachers detected the warning signs and the main obstacles identifying student midwives with poor clinical reasoning skills along with some identifying factors favouring those difficulties. However, the remedial strategies proposed were mainly reassessment without personalised corrective learning activities.
KEY CONCLUSIONS:
The approach to identifying student midwives with poor clinical reasoning skills was incomplete and remedial strategies were stereotypical.
IMPLICATIONS FOR PRACTICE:
Midwifery teachers should be trained to recognise their students' clinical reasoning issues to identify them early, using all types of learning activities. Remedial strategies should be implemented promptly, adapted to each student and foster the transfer of learning.
Un article pesant les coûts optimaux pour la simulation procédurale
Value for money in self-regulated procedural simulation
Alexandre Lafleur, Gabriel Demchuk, Marie-Laurence Tremblay, Caroline Simard, Étienne Rivière
Clin Teach. 2019
Abstract
BACKGROUND:
In self-regulated procedural simulation, learners practise on many simulators (e.g. paracentesis), self-regulating their choice of simulators, time and goals. Current needs assessments cannot predict the number of simulators needed to plan cost-effective self-regulated simulation. Knowing the ratios of simulators and participants would allow for better-informed purchase decisions to be made.
METHODS:
We designed 90-minute sessions of self-regulated procedural simulation for internal medicine residents. In Phase 1, 51 participants (8.5 per group) could use 22 simulators (US$69 925): ultrasound-guided central (n = 6) and peripheral (n = 2) venous catheterisation; thoracocentesis (n = 2); paracentesis (n = 2); lumbar puncture (n = 6); and arthrocentesis (n = 4). We calculated minimal numbers of simulators based on the time that participants used each simulator in order to design a resource-effective Phase 2, with 24 participants (with 12 per group) using 14 simulators (US$48 720) to meet their needs.
RESULTS:
Calculated from time of use (83 minutes in total), the optimal ratios of simulators expressed for 10 participants were 9.2: 3.7 for jugular and subclavian venous catheterisation (33 minutes); 1.5 for thoracocentesis (13 minutes), 1.0 for femoral venous catheterisation (9 minutes), 1.0 for lumbar puncture (9 minutes), 0.8 for peripheral venous catheterisation (8 minutes), 0.7 for paracentesis (6 minutes) and 0.5 for arthrocentesis (5 minutes). In Phase 2, the usage rate of simulators increased from 35.5% to 76.6%, maintaining the total time of use at 80.4 minutes.
CONCLUSIONS:
We present a replicable method for the cost-effective planning of self-regulated simulation by measuring the use of simulators. Expressed as ratios of simulators per participant, this information can support purchase decisions and be shared with similar programmes.
