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

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