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Student’s opinion about feedback vs structured debriefing:a randomized controlled trial

Verónica Rita Coutinho, José Carlos Martins, Fátima Pereira

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Background: Simulation is a key tool for learning, and the debriefing is a central component in this process.

Aims:to analyse how structured debriefing after simulated practice impacted on the student’s evaluation instead of traditional feedback; to analyse the influence of structured debriefing on some outcomes associated with simulated practice.

Design:Randomized control trial post-test only design with control group.

Methods: Developed with 85 graduation´s students (4th year), randomly divided into two groups: a control group(44), who received traditional feedback after the simulated practice, and experimental group(41) that received structured debriefing. The Simulation Debriefing Assessment Scale (EADaS), and a questionnaire of perceived outcomes associated with the simulation were applied. Statistical analysis was performed with SPSS nonparametric tests. Formal and ethical aspects were respected.

Results: The sample is mostly women (92.9%) with a mean age of 21.89±2.81years.  Experimental group presented higher averages in all dimensions and in global EADaS, as well as statistically significant differences from the control group. Each of the dimensions evaluated is statistically significant and strongly correlated with the global. Regarding the results associated with simulation perceived by students, the experimental group generally perceived these results as being better in all areas surveyed.

Conclusions: Structured debriefing in association with simulation has a higher impact for students compared to traditional feedback, with clear contributions to learning.

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