Fraga-Sastrías JM, Sotomayor V, Espejo-González R, Sanhueza-Herreros E, Sierra-Murguía MA

Language: Spanish
References: 12
Page: 15-21
PDF size: 256.30 Kb.

ABSTRACT

Introduction: The COVID-19 Pandemic has forced the introduction of a series of learning solutions among them online debriefing. With the aim of helping Latin-American healthcare teachers develop competency in doing it an online course was designed a provided online. During the course (on exercises) and after it by surveys at the end and several weeks later information was gathered. Objectives: Describe this experience and identify relevant aspects of the online-debriefing. Material and methods: Four courses were realized with a total of 67 participants between August and December 2020. Information was gathered during group exercises during the course, a survey at the end of the course and another survey sent several weeks after ending the course. We realized content analysis using Bottom-Up methodology counting answers by semantic units identified. Results: We found a number of technical, methodological and other aspects associated to the realization of online-debriefings vs. presential debriefings such as platform selection and knowledge, establishing clear rules, following the appropriate methodology among others. Interestingly some participants identified some advantages of online debriefing such as its flexibility, easier to follow methodology, etc. Conclusions: The experiences was useful for the participants and from the information gathered a number of recommendations can be used by people willing to incorporate online-debriefings.

REFERENCES

1. Cayo-Rojas CF, Agramonte-Rosell RC. Desafíos de la educación virtual en odontología en tiempos de pandemia COVID-19. Rev Cubana Estomatol. 2020; 57: 3. Consultado en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0034-75072020000300017&lng=es&tlng=es.

2. Cheng A, Kolbe M, Grant V, Ellen S, Hales R, Symon B, et al. A practical guide to virtual debriefings: communities of inquiry perspective. Advances in Simulation. 2020; 5: 18. Available in: https://doi.org/10.1186/s41077-020-00141-1.

3. Gordon RM. Debriefing virtual simulation using an online conferencing platform: lessons learned. Clinical Simulations in Nursing. 2017; 13: 668-674. Available in: http://dx.doi.org/10.1016/j.ecns.2017.08.003.

4. Bradley CS, Johnson BK, Dreifuerst KT. Debriefing: a place for enthusiastic teaching and learning at a distance. Clinical Simulation in Nursing. 2020; 49: 16-18.

5. International Nursing Association for Clinical Simulation and Learning (INACSL). Standards of best practice: simulation. [Accessed February 17, 2020] Available in: https://www.inacsl.org/inacsl-standards-of-best-practice-simulation/.

6. Oriot D, Alinier G. (Traducción de Espejo R, Sanhueza E, Arias E). Manual para el debriefing en Simulación Clínica. Universidad Andrés Bello/Ril Editores. 2020.

7. Steinwachs B. How to facilitate a debriefing. Simulation & Gaming. 1992; 23: 186-195. doi: 10.1177/1046878192232006.

8. Fanning RM, Gaba DM. The role of debriefing in simulation-based learning. Simulation in Healthcare. 2007; 2 (1): 1-11.

9. Flanagan B. Debriefing: theory and techniques. En: Riley RH. Manual of simulation in health care. Oxford. 2008, pp. 155-170.

10. Reichheld F, Markey R. The ultimate question 2.0: How net promoter companies thrive in a Costumer-Driven World. Harvard Business Review Press. 2011.

11. Smith J. Quantitative versus qualitative research: an attempt to clarify the issue. Educational Researcher. 1983; 12: 3. Available in: https://doi.org/10.3102/0013189X012003006.

12. Ruíz BC, Dávila AA. Propuesta de buenas prácticas de educación virtual en el entorno universitario. Revista de Educación a Distancia. 2016; 49 (12): 1-21. Consultada en: https://revistas.um.es/red/article/view/257681/193881.