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Inter-professional teamwork in emergency care: pedagogical use of video in post-simulation debriefings

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Elin Johansson
Hans Rystedt
Torben Nordahl Amorøe
Hampus Dahlqvist
Karin Gullbrandtsson
Sofia Olausson
Publicerad i SESAM 2014, 20th Anniversary SESAM Meeting Poznań 12-14 June 2014
Publiceringsår 2014
Publicerad vid Linnécentret for forskning om lärande (LinCS)
Institutionen för pedagogik, kommunikation och lärande
Språk en
Ämnesord simulering, debriefing, videofeedback
Ämneskategorier Utbildningsvetenskap

Sammanfattning

MAIN ABSTRACT Background: The use of video for feedback in debriefings is widespread and considered to be essential for the effective use of simulations. However, empirical studies that focus on how video can be optimized as a pedagogical means in debriefings are still rare. Objective: The study aims to investigate how video can be used to encourage reflection and discussion on scenarios in subsequent debriefings. Methods: The data consists of forty video recorded debriefings following interprofessional team training scenarios for medical and nursing students. First, a number of video sequences were selected from the debriefings in which the facilitators used video-clips from the scenario as a basis for discussion. These represented a variation of the ways in which video clips were introduced. The video sequences then served as basis for a focus group interview with three facilitators. The interview explored the variation in introducing the video clips and what implications this had for subsequent discussions. Results: Different strategies for introducing video clips were identified, ranging from very specific to very open-ended. Whilst the specific ones were characterized by detailed information about the situation and what parts of the clip to focus on, the open-ended introductions were characterized by brief information about the situation without instructions for what aspects to focus on. The interview resulted in a model involving four interrelated factors – moment of time in training, complexity of the situation, group characteristics and purpose ¬– that are important to take into account when choosing between open-ended versus specific introductions. Conclusions: The proposed model provides a conceptual tool for discussing and planning successful use of video recordings for feedback purposes in post-simulation debriefings. It can also be used to increase awareness of how the selection and introduction of video clips affect subsequent discussions.

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