Objective Structured Assessment of Debriefing (K-OSAD) 개발
Development of the Korean Objective Structured Assessment of Debriefing (K-OSAD)
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Background: The Objective Structured Assessment of Debriefing (OSAD) is an anchored 8-item rating scale developed to guide and evaluate educators’ debriefing skills during simulation-based medical education. This study aimed to develop a Korean version of the OSAD (K-OSAD). Methods: The K-OSAD development process included translation, backward translation, and modification with reconciliation. Two bilingual medical educators participated in translating the OSAD into the K-OSAD. After the first draft, a third bilingual medical educator back-translated the content into English. All three bilingual medical educators modified the back-translation result and developed the final version of the K-OSAD. Two other Korean medical educators rated 12 recorded sample debriefings with the K-OSAD for the feasibility evaluation. Results: Across seven months, the OSAD was successfully translated into the K-OSAD. Conclusion: The K-OSAD could be used for formative evaluation as a guideline for healthcare simulation educators in Korea.
Abstract
Background: The Objective Structured Assessment of Debriefing (OSAD) is an anchored 8-item rating scale developed to guide and evaluate educators’ debriefing skills during simulation-based medical education. This study aimed to develop a Korean version of the OSAD (K-OSAD). Methods: The K-OSAD development process included translation, backward translation, and modification with reconciliation. Two bilingual medical educators participated in translating the OSAD into the K-OSAD. After the first draft, a third bilingual medical educator back-translated the content into English. All three bilingual medical educators modified the back-translation result and developed the final version of the K-OSAD. Two other Korean medical educators rated 12 recorded sample debriefings with the K-OSAD for the feasibility evaluation. Results: Across seven months, the OSAD was successfully translated into the K-OSAD. Conclusion: The K-OSAD could be used for formative evaluation as a guideline for healthcare simulation educators in Korea.
참고문헌 (19)
- Gregory DM, "Patient safety : where is nursing education?", J Nurs Educ, 46(2), pp.79~82 (2007)
- Cook DA, "Technology-enhanced simulation for health professions education : a systematic review and meta-analysis", JAMA, 306(9), pp.978~988 (2011)
- McGaghie WC, "Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence", Acad. Med, 86(6), pp.706~ (2011)
- Higham H, "To err is human: use of simulation to enhance training and patient safety in anaesthesia", Br J Anaesth, 119(suppl_1), pp.i106~i114 (2017)
- Kalaniti K, "Simulation-based medical education : time for a pedagogical shift", Indian Pediatr, 52(1), pp.41~45 (2015)
- Rudolph JW, "Debriefing as formative assessment : closing performance gaps in medical education", Acad Emerg Med, 15(11), pp.1010~1016 (2008)
- Arora S, "Objective structured assessment of debriefing:bringing science to the art of debriefing in surgery", Ann. Surg, 256(6), pp.982~988 (2012)
- Arora S, "The London handbook for debriefing:enhancing performance debriefing in clinical and simulated settings" (2012), Deanery
- Abegglen S, "Objective Structured Assessment of Debriefing(OSAD)in simulation-based medical education : Translation and validation of the German version", PLoS One, 15(12), pp.e0244816~ (2020)
- Maneesriwongul W, "Instrument translation process : a methods review", J Adv Nurs, 48(2), pp.175~186 (2004)
- Feldman M, "Rater training to support high-stakes simulation-based assessments", J Contin Educ Health Prof, 32(4), pp.279~286 (2012)
- Koo TK, "A Guideline of Selecting and Reporting Intraclass Correlation Coefficients for Reliability Research", J. Chiropr. Med, 15(2), pp.155~163 (2016)
- 전혜진, "간호사 대상 국내 시뮬레이션 교육 및 디브리핑의 효과에관한 통합적 고찰", 한국간호시뮬레이션 학회지, 5(2), pp.1~9 (2017)
- 최동원, "학습자 주도 임상판단모델 기반 디브리핑이 간호대학생의 비판적 사고성향, 학습관련 자기주도성, 문제해결과정 및 디브리핑 경험에 미치는 효과", 한국간호시뮬레이션학회지, 7(2), pp.83~96 (2019), 한국간호시뮬레이션학회[DOI]
- Hui CH, "Measurement in cross-cultural psychology : A review and comparison of strategies", J Cross Cult Psychol, 16(2), pp.131~152 (1985)
- Chapman DW, "Translation procedures for the cross cultural use of measurement instruments", Educ Eval Policy Anal, 1(3), pp.71~76 (1979)
- Chung HS, "It is time to consider cultural differences in debriefing", Simul Healthc, 8(3), pp.166~170 (2013)
- Simon R, "Rater’s handbook" (2010), The Center For Medical Simulation
- Eppich W, "Promoting Excellence and Reflective Learning in Simulation(PEARLS) : development and rationale for a blended approach to health care simulation debriefing", Simul in Healthc, 10(2), pp.106~115 (2015)