169 - Use of Video-Based Debriefing to Improve Performance in Neonatal Emergency Simulation for Pediatric Residents

Publication Number: 4166.169

Kaitlyn T. Mullin, Brooke Army Medical Center, San Antonio, TX, United States; Adharsh Ponnapakkam, San Antonio Uniformed Services Health Education Consortium, San Antonio, TX, United States; Andrew Groberg, Uniformed Services University of the Health Sciences F. Edward Hebert School of Medicine, San Antonio, TX, United States; Alexis Battista, Uniformed Services University of the Health Sciences, Bethesda, MD, United States; Jerusalem Merkebu, Uniformed Services University of the Health Sciences F. Edward Hebert School of Medicine, Bethesda, MD, United States

Background: Simulation-based education (SBE) is essential for developing neonatal resuscitation skills; however, learning in SBE can be limited when debriefings are rushed, unstructured, or subjective. Video-based debriefing (VBD) involves video recording simulation engagement and replaying the video as part of post-simulation reflection. Emerging evidence suggests that VBD allows learners to analyze critical decisions and reactions in a calm environment, giving them distance to objectively assess and refine the actions and choices they made in the moment. When done effectively, VBD can enhance learner self-awareness, reflective and adaptive thinking, and focus alongside enhanced communication and team learning. However, VBD can be intimidating, especially at first. Thus, understanding learners’ experiences of VBD is needed to understand how to best implement it.

Objective: The purpose of this study is to explore pediatric residents' and faculty facilitators’ experiences and perceptions of VBD following simulated neonatal emergencies. We seek to understand how VBD influences participants’ reflective processes, cognitive engagement, and emotional responses. We will also investigate how learners and facilitators perceive the value, effectiveness, and distinctiveness of VBD.

Design/Methods: We chose a qualitative approach to examine up to 30 neonatal trainees and faculty who partake in weekly neonatal emergency simulations. Sessions include 10-minute resuscitation scenarios followed by a structured 20-minute VBD using a debriefing checklist. The primary data source is semi-structured interviews (see Table 1 for question examples) conducted after simulation blocks. Interviews are audio-recorded, transcribed, and analyzed using Braun and Clarke’s six-step framework for thematic analysis.

Results: Initial coding and analysis are underway.

Conclusion(s): VBD is a promising strategy to enhance reflective learning by encouraging deeper reflection and more meaningful faculty–learner dialogue. Findings from this study will inform best practices for future faculty development initiatives and establish guidance for integrating VBD with SBE curricula.

Figure 1. Interview Domains and Example Questions
PAS Abstract Image 1.pdfRepresentative interview domains and sample questions used to explore pediatric residents’ and faculty facilitators’ perceptions, emotions, and learning experiences with video-based debriefing in neonatal emergency simulation.