The Effect of Repetition Simulation after Debrief Method on Learning Satisfaction and Learning Achievement in Midwifery Students at Universitas Airlangga, Indonesia

• Main Authors: Budi Prasetyo, Budi, Wahyul Anis, -, Rize Budi Amalia, -, Dwi Izzati, -, Woro Setia Ningtyas, -, Ratna Dwi Jayanti, -, Farida Fitriana, -
• Format: Article PeerReviewed
• Language: English; Indonesian; English
• Published: Institute of Medico-legal Publications
• Subjects: R5-920 Medicine (General)
• Online Access: https://repository.unair.ac.id/127257/1/12%20artikel.pdf; https://repository.unair.ac.id/127257/2/12.pdf; https://repository.unair.ac.id/127257/3/12%20turnitin.pdf; https://repository.unair.ac.id/127257/; https://scholar.unair.ac.id/en/publications/the-effect-of-repetition-simulation-after-debrief-method-on-learn; https://doi.org/10.37506/ijfmt.v14i4.12338
• Institution: Universitas Airlangga

Abstract Background: Simulation and debrief are one kind of learning method used in midwifery education. Repetition of the simulation (redo) after debrief is expected to improve students’ satisfaction and learning achievement. In Indonesia, the implementation of the simulation method has not been well structured and redo research is still limited. Aims: This research examined the differences between students’ satisfaction, learning achievement and implementation time when doing the first simulation and redo after debrief in the antenatal care subject. Method: The study used a pre-experimental quantitative method that observes the level of satisfaction, learning achievement and time used when doing the first simulation and redo after the debriefing. The samples were 45 midwifery students using a total sampling technique. Data on students’ satisfaction levels were obtained through the interview method with a questionnaire and the learning achievement and time were obtained through the observation method with a checklist graph. The data of the study were analyzed using the Wilcoxon signed ranks test. Result: There were significant differences in the level of students’ satisfaction and the learning achievement when doing the first simulation and redo after debrief, but there was no significant difference in the time allocated to finish the scenario when doing the first simulation and redo after debrief. Conclusion: The Redo after debriefs simulation increases the level of students’ satisfaction and learning achievement on midwifery students in the Faculty of Medicine, Universitas Airlangga, Indonesia.