Korean J Anesthesiol.
2024 Apr;77(2):265-272. 10.4097/kja.23317.
Learning with our peers: peer-led versus instructor-led debriefing for simulated crises, a randomized controlled trial
- Affiliations
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- 1University of Ottawa Skills and Simulation Center and Academy for Innovation in Medical Education, University of Ottawa, Ottawa, ON, Canada
- 2Simulation Center, University of Western Brittany and University Hospital of Brest, Brest, France
- 3Education and Health Promotion Laboratory EA 3412, Paris 13-Sorbonne Paris Cité University, France
- 4Department of Anesthesiology and Pain Medicine, The Ottawa Hospital, Ottawa, ON, Canada
- 5The Ottawa Hospital Research Institute, Ottawa, ON, Canada
- 6Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
- 7Institut du Savoir Montfort, Ottawa, ON, Canada
- 8Department of Pediatric Anesthesia, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada
- KMID: 2553972
- DOI: http://doi.org/10.4097/kja.23317
Abstract
- Background
Although peer-assisted learning is known to be effective for reciprocal learning in medical education, it has been understudied in simulation. We aimed to assess the effectiveness of peer-led compared to instructor-led debriefing for non-technical skill development in simulated crisis scenarios.
Methods
Sixty-one undergraduate medical students were randomized into the control group (instructor-led debriefing) or an intervention group (peer debriefer or peer debriefee group). After the pre-test simulation, the participants underwent two more simulation scenarios, each followed by a debriefing session. After the second debriefing session, the participants underwent an immediate post-test simulation on the same day and a retention post-test simulation two months later. Non-technical skills for the pre-test, immediate post-test, and retention tests were assessed by two blinded raters using the Ottawa Global Rating Scale (OGRS).
Results
The participants’ non-technical skill performance significantly improved in all groups from the pre-test to the immediate post-test, with changes in the OGRS scores of 15.0 (95% CI [11.4, 18.7]) in the instructor-led group, 15.3 (11.5, 19.0) in the peer-debriefer group, and 17.6 (13.9, 21.4) in the peer-debriefee group. No significant differences in performance were found, after adjusting for the year of medical school training, among debriefing modalities (P = 0.147) or between the immediate post-test and retention test (P = 0.358).
Conclusions
Peer-led debriefing was as effective as instructor-led debriefing at improving undergraduate medical students’ non-technical skill performance in simulated crisis situations. Peer debriefers also improved their simulated clinical skills. The peer debriefing model is a feasible alternative to the traditional, costlier instructor model.
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