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CS402
Qualitative Findings Related to Perceptions and Confidence from Videotaping & Debriefing Teaching Techniques
By: Connie Chronister; The University of Akron, Akron, OH
For further information, please contact: csc21@uakron.edu
Purpose: The purpose of this activity was to facilitate students’ reflective learning, to enhance clinical decision-making and therapeutic interventions in code situations. In order to assist students learning critical care to assimilate classroom learning with clinical actions, videotaping with debriefing along with evaluation of another group’s mock code videotape was utilized as teaching techniques.
Description: Weekly simulations were incorporated into undergraduate critical care ECG classes which culminated in a videotaped mock code simulation. In small groups of 4-5 students, a code scenario was utilized in a laboratory setting with videotaping and a human patient simulator (SimManŽ). Students were given various roles and actively “resuscitated” the “patient” during videotaping. Debriefing of the videotaped mock code occurred immediately after it was taped. The student objectives for the videotaped mock code and debriefing session included rhythm recognition, teamwork, critical thinking, appropriate interventions and documentation.
Students provided written evaluation of their confidence using a Likert-type 5 point scale to score the impact that this activity had on their learning related to rhythm recognition, patient assessment, medications, communication, and psychomotor skills. A written evaluation tool was used by the students during the debriefing session to evaluate their peers’ responses in the five categories.
Evaluation and Outcomes: These “code” behaviors have often been learned based on random availability in the clinical setting and through didactic instruction. Results showed overall that videotaping and debriefing is valued by the students as a teaching-learning method. The majority of students reported that it was an engaging and realistic learning experience that increased their confidence and critical thinking skills. Though the majority disliked being videotaped, all were engaged in watching the videotape during the debriefing session and as one student reported, “it was a great learning experience for a visual learner.”
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