Abstract
Purpose: This study evaluated the effect of video-aided oral debriefing on task management of anesthesiologist assistant students through the use of high-fidelity anesthesia crisis simulation scenarios. This information describes an evaluation of student learning that is valuable in student educational and workplace competency. Method: A total of 18 graduate students in an anesthesiologist assistant program voluntarily participated in two anesthesia simulation scenarios separated by one of two debriefing methods (oral debriefing versus video-aided oral debriefing). Task management scores of the scenarios were assessed through the Anesthetists’ Nontechnical Skills system. Task management scores after the pre-intervention scenario were compared to the scores after the post-intervention scenario. The effectiveness of video-aided oral debriefing was studied using a within-subjects analysis. The comparison of video-aided oral debriefing to oral debriefing was examined with a between-subjects analysis. Results: The results showed a significant improvement in the intervention group from the initial assessment to the subsequent assessment in task management (p<0.001). However, results did not show a statistically significant difference between the two debriefing methods after a second anesthesia crisis scenario (p=0.21). Conclusion: The research study found that task management during anesthesia crisis scenarios improved after video-aided oral debriefing. No difference was found when comparing the improvement in task management between debriefing methods. Therefore, video-aided oral debriefing was comparable to oral debriefing in improving task management in this study.
Recommended Citation
Austin L. Using Debriefing to Foster Task Management among Anesthesiologist Assistant Students. The Internet Journal of Allied Health Sciences and Practice. 2014 Jul 01;12(3), Article 9.
