| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 8809244 | Archives de Pédiatrie | 2017 | 8 Pages |
Abstract
The trainees evaluated the debriefing with high-level DASH scores, thus validating the educational aim of the program. In contrast, the instructors' DASH scores were lower and heterogeneous. Debriefing high-fidelity simulations remains a complex exercise. The use of the DASH can be a helpful measure for instructors in regard of their own practice. Its main advantage could be in providing a validated tool that will allow a “debriefing of debriefing”.
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Authors
C. Durand, T. Secheresse, M. Leconte,