Submission ID 78311
| Code | OD-1-2 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Other |
| Presenter Other | Associate Director, Scholarship and Simulation Education |
| Title | Metacognition in Simulation: Evaluating the Impact of Eye-Tracking Augmented Debriefing |
| Background/Purpose | Debriefing after simulation facilitates reflective metacognitive thinking and improved learning. A new debriefing technique, eye-tracking augmented debriefing, may provide advantages by allowing the learner and assessor to view the learner's performance from their own perspective. This study evaluated the impact of eye-tracking augmented debriefing on resident metacognition compared to a traditional debriefing technique in simulation. |
| Methods | In this mixed methods study, 54 emergency medicine residents from two institutions were randomly assigned to either the experimental group (PEARLS with eye-tracking augmented debrief) or the control group (PEARLS debrief only). Participants completed two simulation cases with debriefing following each case. Before starting case 1 and after completing case 2 participants completed the Metacognition Awareness Inventory (MAI). The mean overall change in MAI scores was compared between groups using an independent t-test. Interviews explored participants' experiences with the debriefing sessions and their metacognitive processes. Interview data were analyzed thematically. |
| Results | There was no statistically significant difference in the mean MAI scores for eye-tracking augmented debriefing vs. PEARLS alone (M=11.6, SD=24.7) vs. (M=19.4, SD=23.3), p=0.24. Four themes were identified: 1) Experience with debriefing, 2) Learnings about self, 3) Indicators of metacognition, and 4) Application of metacognition. Residents randomized to eye-tracking augmented debriefing reported that it added tailored feedback, helped with visualizing, and resulted in novel insights. |
| Discussion | Despite not finding a significant quantitative difference, participants described the benefits of receiving eye-tracking augmented debriefing and many requested further use. Future research should leverage longitudinal designs to better understand the development of metacognitive thinking facilitated by debriefing. |
| Keyword 1 | metacognition |
| Keyword 2 | simulation |
| Keyword 3 | eye-tracking |
| Abstract content most relevant to: (check all that apply) | Residency Education |
| Abstract Track - First Choice | Simulation |
| Authors | Heather Braund Heather Braund Andrew Hall Kyla Caners Melanie Walker Damon Dagnone Wiliam Wu Alexander Chorley Jonathan Sherbino Matthew Sibbald Bing Wang Daniel Howes Adam Szulewski |
