Identifying Semantic Elements and Noise in Debriefing (iSEND)

초록

Introduction: The Shannon-Weaver (SW) mathematical theory of communication describes the process of communication by separating it into 6 concepts: sender, encoder, channel, noise, decoder, and receiver. In this pilot study, the SW theory is applied to and explored during communication between debriefers and learners during debriefing. The debriefer corresponded with SW sender and encoder concepts, the simulation and debriefing details with the channel affected by noise, and the learners with the decoder and receiver concepts.Methods: Six unique groups of debriefers and learners were surveyed immediately after a healthcare simulation scenario debriefing. Debriefers and learners independently listed the 3 main learning debriefing objectives on an electronic survey. Separately, using a modified Delphi process experts and other faculty identified 23 candidate semantic elements which could influence the sender/encoder, channel/ noise, and decoder/receiver (Table 1). The degree of influence on the debriefing scores were calculated and linear regression modeled the effect of semantic elements on debriefing scores. Results: In this pilot study debriefing surveys from six simulations, 6 debriefers, and 36 learners and were analyzed. Debriefing score average was 5.25 (range 0 to 9). Eleven of 23 a-priori defined semantic elements could be measured. Elements with a positive effect on debriefing score included: matching of debriefer's expertise to simulation content, higher level of learner, and degree learner active participation in debriefing. Elements with a negative effect on debriefing score were; General debriefer training, Debriefer's years of teaching experience, and Less than 6 observed debriefing points. Conclusion: In this pilot study observation and impact of semantic elements related to communication in debriefing could be measured by applying the SW communication model.