Document Type (Journals)
Original Research
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.
Biography
Jodi Schreiber, OTD, OTR/L, C/NDT is Associate Professor for the entry-level occupational therapy program at Chatham University. Over the past 28 years, her teaching and clinical experience has been within adult neurologic rehabilitation. Her practice settings spanned acute care, in-patient rehabilitation, outpatient, skilled and long term care facilities.
Theresa Delbert, MS, OTR/L is an Assistant Professor and Capstone Coordinator for the entry-level OTD program at Chatham University. Her clinical experience spans the healthcare continuum with adults and children, including environments of rehabilitation, long-term care, home care, early intervention, and pediatric outpatient and school based.
Laura Huth, OTR/L has been an OT for 19 years and an adjunct professor at Chatham University for 10+ years. She works clinically in the skilled nursing setting.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Schreiber, J., Delbert, T., & Huth, L. (2020). High Fidelity Simulation with Peer Debriefing: Influence of Student Observation and Participation Roles on Student Perception of Confidence with Learning and Feedback. Journal of Occupational Therapy Education, 4 (2). https://doi.org/10.26681/jote.2020.040208
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