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Center for Medical Simulation (CMS)

100 First Avenue, Suite 400
Boston, MA 02129-2011
Phone: 617-726-3034
Fax: 617-726-3046
Email: info@harvardmedsim.org
Website: http://www.harvardmedsim.org

 

 

DASH Version Deutsch

Debriefing Assessment for Simulation in Healthcare© (DASH©)

Debriefing clinical simulation experiences is increasingly understood as a crucial step in clarifying and consolidating insights and lessons from simulations. The Debriefing Assessment for Simulation in Healthcare is designed to assist in evaluating and developing debriefing skills. Debriefing is a conversation among two or more people to review a simulated event or activity in which participants explore, analyze and synthesize their actions and thought processes, emotional states and other information to improve performance in real situations. High participant engagement is a hallmark of strong debriefings because it leads to deeper levels of learning and increases the likelihood of transfer to the clinical setting.

The DASH evaluates the strategies and techniques used to conduct debriefings by examining concrete behaviors. It is based on evidence and theory about how people learn and change in experiential contexts. The DASH is designed to allow assessment of debriefings from a variety of disciplines and courses, varying numbers of participants, a wide range of educational objectives, and various physical and time constraints.

The DASH is based on an extensive literature review as well as best debriefing practices derived from an expert panel. A bibliography of the literature on which it is based is available here: DASH Bibliography.

Questions regarding the DASH should be sent to: DASH@harvardmedsim.org.

DASH RATER TRAINING

The DASH Rater Training Workshop consists of a single 4.5 hour webinar session. Instructors explore the instrument in detail and then walk through several iterations of rating debriefers. Each person must have their own computer with Internet access to participate in the practice ratings.

Depending on demands from the field and available funding, we are considering the feasibility of developing a process for certifying raters. If a certification process is emplaced, this webinar training will be the first step.

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TUITION

Tuition for the 4½-hour webinar training session is $350 USD per registrant.

DASH VERSIONS

There are three versions of the DASH. One designed for trained raters; one designed for students to rate their instructors; one designed for instructors to rate themselves. The links to all DASH forms are below.

DASH – Rater Version1 is a highly reliable instrument designed for use by trained raters. We offer webinar-based DASH Rater training twice per year. People who want to become trained DASH Raters should be experienced debriefers.

DASH – Student Version2 is designed for students to rate their instructors on the quality of a debriefing. There are two forms available for the DASH-SV:

  • DASH – SV Long Form asks students to rate instructors on the six DASH Elements and the Behaviors associated with each Element. There are a total of 23 Behaviors associated with the Elements. The DASH-SV Long Form takes about 5-7 minutes to complete and provides significant diagnostic information to the instructor.
  • DASH – SV Short Form asks students to rate instructors on the six DASH Elements. It can be answered in less than 3 minutes but is not as diagnostic as the longer student form.

DASH – Instructor Version3 is designed to allow an instructor to self assess. There are two forms available for the DASH-IV:

  • DASH – IV Long Form asks instructors to rate the six DASH Elements and the Behaviors associated with each Element. There are a total of 23 Behaviors associated with the 6 Elements. The DASH-IV Long Form takes about 5-7 minutes to complete and provides significant diagnostic information to the instructor.
  • DASH – IV Short Form asks instructors to rate on the six DASH Elements. It can be answered in less than 3 minutes but is not as diagnostic as the longer instructor form.

COPYRIGHT NOTICE

Center for Medical Simulation, Boston, MA 02129, www.harvardmedsim.org.

Permission is granted for you to use the Debriefing Assessment for Simulation in Healthcare (DASH) instrument in your simulation program. As a condition of granting permission to use the DASH, we request that you provide CMS copies of articles, abstracts or reports you publish using the DASH so that we may keep others up to date on how the DASH is being used. Please send citation and a copy of the article to DASH@harvardmedsim.org.

DASH CITATIONS

Brett-Fleegler M, Rudolph J, Eppich W, Monuteaux, M., Fleegler, E., Cheng, A., Simon, R. Debriefing Assessment for Simulation in Healthcare: Development and Psychometric Properties. Simul Healthc. Oct 2012; 7 (5): 288-294.

Morse, Catherine J. "The Effect of Debriefing with Good Judgment on Acute Care Nurse Practitioner Students' Reflective Ability and Perspective Transformation." Villanova University, 2012. United States -- Pennsylvania: ProQuest. Web. 29 Apr. 2013.

Dreifuerst KT. Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. J Nurs Educ. Jun 2012; 51(6): 326-333.

Simon R, Raemer DB, Rudolph JW. Debriefing Assessment for Simulation in Healthcare – Rater Version. Boston, MA Center for Medical Simulation, 2009.

Simon R, Raemer DB, Rudolph JW. Debriefing Assessment for Simulation in Healthcare – Student Version, Long Form. Boston, MA Center for Medical Simulation, 2010.

Simon R, Raemer DB, Rudolph JW. Debriefing Assessment for Simulation in Healthcare – Student Version, Short Form. Boston, MA Center for Medical Simulation, 2010.

Simon R, Raemer DB, Rudolph JW. Debriefing Assessment for Simulation in Healthcare – Instructor Version, Long Form. Boston, MA Center for Medical Simulation, 2011.

Simon R, Raemer DB, Rudolph JW. Debriefing Assessment for Simulation in Healthcare – Instructor Version, Short Form. Boston, MA Center for Medical Simulation, 2011.

ACKNOWLEDGEMENTS

The Center for Medical Simulation has received no outside funding for the DASH project. The project has been blessed with significant help and writing assistance.

  1. Thanks to Adam Cheng (PI) and the EXPRESS Project for the opportunity and the support to develop the DASH. Special thanks go to the reviewers, Vinay Nadkharni (University of Pennsylvania), Elizabeth Hunt (Johns Hopkins University), Adam Cheng (University of Calgary), Walter Eppich (Northwestern University), Marisa Brett-Fleegler (Harvard University), Monica Kleinman (Harvard University), Kristen Nelson (Johns Hopkins University), Akira Nishisaki (University of Pennsylvania).
  2. Thanks to Kris Dreifurst (Indiana University) who propelled the effort toward developing the DASH Student Versions and ran the initial try-outs of the instrument.
  3. Thanks to Adam Cheng (University of Calgary), Walter Eppich (Northwestern University), Dylan Bould (University of Ottawa), Tobias Everett (University of Toronto), Ralph MacKinnon (University of Manchester) for leading the effort to adapt previous versions of the DASH to create the Instructor Version.
  4. The DASH was translated into German by Benedict Sandmeyer (University of Munich) with contributions by Florian Hoffmann (University of British Columbia), Walter Eppich (Northwestern University), Marcus Rall (University Hospital Tuebingen), and Michaela Kolbe (ETH Zürich). We are grateful about suggestions for improving formulation and translation. These should be sent to benedikt.sandmeyer@med.uni-muenchen.de.

RESOURCES

DASH Rater's Handbook

DASH Rater Version (RV)

DASH Student Version - Long Form (SV-Long)

DASH Student Version - Short Form (SV-Short)

DASH Instructor Version - Long Form (IV-Long)

DASH Instructor Version - Short Form (IV-Short)

DASH Bibliography

LINKS

DASH Score Sheet and Data Collection Form

VIDEO: IMS Instructor Training

 

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