Computer Debriefing and Screen-based Simulation

Study Overview
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Brief Summary
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Debriefing after simulation plays a crucial role in student learning and medical practice. This paper focuses on impact of computer debriefing technique on knowledge retention of midwives during screen-based simulation of neonatal resuscitation.

Detailed Description
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Simulation, including screen-based simulation, is employed in medicine to enhance competency and improve care. It has been practiced for centuries in its primitive form as uses of wax Venus or obstetrics dolls to teaching anatomical knowledge or know-how/gestures. Many benefits come from simulations as the capacity to practiced procedures without any risk to the patient, the possibility of trainees to commit errors and learn from these errors, the repeatability of scenario that can be different or presented to learners many times, and then the opportunity to improved technical and non-technical skills among learners. Specifically, screen-based simulation has many advantages as portability (easy to move), distribution and replicability (usable by many learners at differences places in the world), repeatability (people not faced frequently in their regular practice), even be remotely usable. Screen-based simulation appears in literature to be a complement of mannequin simulation. Indeed, since last years the development of computer science has made it possible to create new kind of simulators in the medical field for the acquisition of knowledge, know-how and technical gestures, more realistic and interactively rich. Debriefing is considered as a part of simulation-based training and cannot be separated of simulators. Debriefing improve professional practice, clinical skills and competences. It exists different debriefing methods: post simulation debriefing, in-simulation debriefing, verbal instructor debriefing, video-assisted instructor debriefing, self-debriefing or also multimedia debriefing. However, debriefing is considered by many as a communication between student/learner and teacher, after a situation (e.g. simulation), and about this experience. It is not just a feedback on performance but also a communication process about the impact of the experience or performance explanation. This study aims to evaluate the impact of a computer integrated debriefing of technical and non-technical skills on retention and performance of neonatal resuscitation management by trainee's midwives. Thirty student in midwifery in fourth year will participate. The study protocol is the following: Baseline knowledge questionnaire, randomization of the participants. Day one: Tutorial of the simulator, First scenario (+/- debriefing depending of the allocation group), second scenario (+/- debriefing depending of the allocation group). Day two (two month later): knowledge questionnaire, tutorial of the simulator, one scenario (+/- debriefing depending of the allocation group).

Official Title
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Impact of Computer Debriefing During Screen-based Simulation of Neonatal Resuscitation

Conditions
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Computer Simulation, Neonatal Resuscitation

Intervention / Treatment
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* Other: Computer integrated debriefing


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Student in midwifery in fourth year in france (penultimate year of the midwifery studies) Exclusion Criteria: None
Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: randomized controlled study comparing two groups, one intervention group (debriefing) and one control group (no debriefing)
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Debriefing<br>Participant's of the debriefing group had a computer integrated debriefing at the end of each scenario of the computer-based simulator | Other: Computer integrated debriefing<br>* At the end of each computer-based simulation, the participant had a computer integrated debriefing of his performance during the neonatal resuscitation simulation and a debriefing based on an auto-evaluation of his non-technical skills.<br>|
| No Intervention: No debriefing<br>Participant's of the debriefing group had no computer integrated debriefing at the end of each scenario of the computer-based simulator | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| knowledge retention | Knowledge assesment based on a validated questionnaire created from International Liaison Committee On Resuscitation guidelines at T0 (before simulation), T1 (after the first simulation session) and T2 (after the second simulation session, two month later) | two months | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Non-technical skills assesment | Evaluation of the Anesthetist Non technical skills score at T1 (first session) and T2 (second session, two month later) | two months | 
| Technical skills assessment | Evaluation of the Modified Neonatal Resuscitation Program Evaluation score at T1 (first session) and T2 (second session, two month later) | two months |