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• W2800973208 abstract "Background/Aims/Context The Debriefing Assessment for Simulation in Healthcare Student Version (DASH-SV) is a 6 element questionnaire, with each element scored on a 7 point effectiveness scale, designed for completion by simulation participants after debriefing to give an objective measure of debriefing quality. As well as being used for individual feedback to instructors it has also been used in quantitative research comparing debriefing methods. This study aimed to evaluate the reliability of the DASH-SV. Methodology For a 3 month period participants in simulation-based courses at the Hunter New England Simulation Centre were asked to complete the DASH-SV and a short demographic questionnaire immediately after debriefing. We hypothesised that the instructor, the grade of the participant and the course attended were all potential sources of variance between scores. The data were analysed to examine mean score frequency, and MANOVA calculations were completed to examine the effect of instructor identity, participant grade, the course and any other unidentified factors on the variance between scores. Results 438 ratings from 71 debriefings by 18 different instructors were completed over the study period. The mean score for all debriefings was 6.0 (median 6.0). Mean score frequency distribution showed peaks at 5.0, 6.0 and 7.0 indicating that >40% of participants scored all elements with the same score. No scores from 1–3 were given. MANOVA calculations showed that instructor identity accounted for 8.2% of score variance, course 5.6% and participant grade 13.8%. 72.4% of variance between scores was due to error or other unidentified factors. Conclusions Our study raises a number of concerns over the validity of the DASH-SV as a tool for the measurement of debriefing quality. The tight distribution of scores at the top of the range means that variance between scores is poor. Such a small spread of scores will make identifying real differences in quality difficult. The ‘spikes’ seen at mean scores of 5.0, 6.0, and 7.0 suggest strongly that rather than marking each element of the DASH-SV individually, many participants are giving the same score in each element, perhaps representing their overall satisfaction with the debriefing encounter. MANOVA calculations on the overall scores showed that the instructor identity had a negligible effect on score variance, with 72.4% of variance from unknown factors. We suggest that the DASH-SV should be used with extreme caution in future research, and that the use of any participant generated assessment should be treated with similar circumspection. Reference 1. Driefuerst KT. Using debriefing for meaningful learning to foster development of clincal reasoning in simulation. Journal of Nursing Education 2012;51:326–333." @default.
• W2800973208 created "2018-05-17" @default.
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• W2800973208 date "2017-11-01" @default.
• W2800973208 modified "2023-09-25" @default.
• W2800973208 title "O55 How useful is participant feedback? evaluation of the debriefing assessment for simulation in healthcare – student version (DASH-SV©) tool" @default.
• W2800973208 doi "https://doi.org/10.1136/bmjstel-2017-aspihconf.75" @default.
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