Publication Database

Exploring the roles of practice, supervision and debriefing in simulation-based clinical skills training for veterinary medicine students (2021)

Art

Hochschulschrift

Autor

Schlesinger, Samira Luise (WE 19)

Quelle

Berlin: Mensch und Buch Verlag, 2021 — iv, 88 Seiten

Sprache

Englisch

Verweise

URL (Volltext): https://refubium.fu-berlin.de/handle/fub188/30964

Kontakt

Tierklinik für Fortpflanzung

Königsweg 65
Haus 27
14163 Berlin
+49 30 838 62618
fortpflanzungsklinik@vetmed.fu-berlin.de

Abstract / Zusammenfassung

The use of simulation-based clinical skills training has become increasingly popular in veterinary education in recent years, its benefits spanning from increased learning achievements to cost effectiveness and animal welfare aspects. Factors involved in motor skill learning and clinical skill development have received substantial research attention with practice and feedback consistently finding their way to the top of the list. Apace with these findings is the growing number of investigations into the benefits associated with self-directed learning (SDL). The importance of reflection, motivation, autonomy and self-efficacy in simulation scenarios, particularly when opting for self-directed learning, is also becoming increasingly clear. Hence, the overall objective of this study was to explore the roles of practice, supervision, learner motivation and debriefing in clinical skills training for veterinary medicine students. In the first study, we compared the effects of supervised and unsupervised deliberate practice on clinical skill development in veterinary medicine students. One hundred and fifty veterinary students took part in instructor-led practice (supervised) or self-directed practice (unsupervised) at a selection of four learning stations in a veterinary skills laboratory. Each learning station consisted of a teaching simulator, materials required to complete the task and a standard operating procedure (SOP) detailing how to execute the task. Students used Likerttype scales to self-evaluate their clinical skills before and after practice sessions as well as evaluating their motivation to practice a given task. An objective structured clinical examination (OSCE) was used to compare participants’ clinical skill performance between learning stations. We were able to show that practice had a significant positive effect on OSCE scores at 3 out of 6 available learning stations. Motivation ratings varied between learning stations and were positively correlated with increase in self-perceived clinical skill. At an instructor to student ratio of approximately 1:8, supervision had no effect on OSCE scores at 4 out of 6 learning stations. At the remaining two learning stations, self-directed practice resulted in better learning outcomes than instructor-led practice. In the second study, we set out to examine the effect of structured post-event debriefing sessions in simulation-based veterinary clinical skills training. Nineteen Namibian veterinary students took part in instructor-led practice, self-directed practice with structured post-event debriefing and self-directed practice without debriefing (control) at three different learning stations in a veterinary clinical skills laboratory. Learning achievements were subsequently assessed using an OSCE. We were able to show that the choice of practice model had no significant effect on learning achievements overall. However, at individual learning stations, different practice models showed significant differences regarding effect on learning achievements. Students generally preferred practice sessions with some form of instructor involvement but the importance of instructor guidance was rated differently at each individual learning station. Applying self-direction to a learning situation requires learners to exhibit some degree of autonomy, motivation, confidence and self-efficacy. The roles of and relationships between learner motivation and learner autonomy represent key aspects in learning theory. In a third, tangential study, we explored the role of choice in increasing learner autonomy and, in turn, increasing engagement and performance. One hundred and forty-three veterinary students completed an interactive, online course on cattle behavior, cattle handling and workplace safety. Immediately before the online course, Group 1 (N = 57) was provided a choice between summary formats. Group 2 (N = 86) was not provided a choice. Learning outcomes were measured using a 15-item multiple-choice test immediately after course completion. Selfreported learner autonomy and learning experience were documented using Likert-type scales. Results showed that self-reported learner autonomy was positively correlated with learning experience. However, the provision of choice had no significant effect on self-reported learner autonomy or learning achievements.