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TL;DR
This paper describes and evaluates a virtual simulation-based education approach called Demo, Debrief, and Do (DDD) for teaching health coaching skills to health sciences students during the COVID-19 pandemic.
BMC Medical Education · 5 authors, 1 centre
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This paper describes and evaluates a virtual simulation-based education approach called Demo, Debrief, and Do (DDD) for teaching health coaching skills to health sciences students during the COVID-19 pandemic.
The study describes a qualitative and quantitative evaluation of a simulation-based education approach named Demo, Debrief, and Do (DDD) for teaching health coaching skills in a university curriculum. The method involved graduate students demonstrating coaching skills, debriefing, then supporting undergraduates to practice. Data were collected from 121 undergraduate students across three course sections. Quantitative results showed a high post-lab confidence level (average 31.7 out of 35) and satisfaction level (average 23.3 out of 25). Qualitative feedback highlighted observing the demonstration and receiving feedback as key positives. The authors conclude the DDD approach fulfilled an educational need for simulation-based learning during the pandemic, benefiting both student groups. Limitations include potential response bias from graded, non-anonymous surveys, the data coming from a single student cohort, and the reliance on a small pool of graduate students with the necessary skills to facilitate the exercise.