High Fidelity Simulation with Peer Debriefing: Influence of Student Observation and Participation Roles on Student Perception of Confidence with Learning and Feedback

Abstract

High fidelity simulation (HFS) has been used successfully to prepare students in a range of health professions for the acute care setting. HFS consists of three phases, with debriefing identified as most important. Instructor-led debriefing has been the most documented form of providing feedback. This pilot study looked at the relationship between the use of peer debriefing in HFS on graduate occupational therapy students’ perceived level of confidence with giving and receiving performance related feedback. Students in an entry-level Master of Occupational Therapy program engaged in both an observational role and an active participation role in HFS followed by peer debriefing. Students completed a Likert scale pre- and post-survey to determine perceived confidence and competence with learning modalities (active participation vs. observation) and with giving and receiving feedback during HFS. Results indicate that students perceived benefit from both active participation and observation during HFS experiences. A separate analysis determined the relationship between the students’ perceived confidence with learning modalities and the order of the student roles (observer and doer). Initially, there appeared to be a benefit to the doer role. However, after experiencing both roles, student responses indicated all students perceived value in multimodal learning. The current study presents useful information regarding student perceptions related to learning and feedback within an HFS experience.

Keywords

• high fidelity simulation
• debriefing
• peer instruction
• higher education
• experiential learning