Abstract
This section of the pocket book covers the actual facilitation aspect of the debriefing based on a model including introduction, reactions, analysis, summary, and closing/conclusion. It presents the investigational techniques that can be used during the debriefing analysis phase such as the non-judgemental debriefing, the good-judgement debriefing, and the advocacy-inquiry approach. These various approaches aim to demonstrate respect for the participants’ actions and decisions at the same time as more or less probing into the rationale or mental frame behind those in order to close the identified performance gaps, which can be cognitive, behavioural, or technical. The advocated approach that can be used involves individually “repackaging” the identified deficiencies, generalising or decontextualising those, and asking learners for solutions, which forces them to actually fill those performance gaps and promotes deeper learning. The summary phase helps reviewing the important learning points or “take-home messages”. It is a way for the debriefer to ensure that learners actually recall the solutions of all the performance gaps, which have been closed through the debriefing, and hence that it has been effective (at least in terms of immediate recall). The closing or conclusion phase is more general and provides a further opportunity for learners to express concerns or reveal actual needs regarding additional practical skills training or access to recommended reading material to further their knowledge. It is also a key phase during which to thank the participants for their engagement and reminding them about the confidentiality aspect. Finally some useful debriefing sentences and questions relating to each of the debriefing phases are provided as a guide for debriefers.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Alinier G (2011) Developing high-fidelity health care simulation scenarios: a guide for educators and professionals. Simul Gaming 42(1):9–26
Arafeh JM, Hansen SS, Nichols A (2010) Debriefing in simulated-based learning: facilitating a reflective discussion. J Perinat Neonatal Nurs 24(4):302–309
Biarent D, Bingham R, Eich C, López-Herce J, Maconochie I, Rodríguez-Núñez A et al (2010) European resuscitation council guidelines for resuscitation 2010 section 6. Paediatric life support. Resuscitation 81(10):1364–1388
Brown J (1997) Circular questioning: an introductory guide. ANZJ Fam Ther 18(2):109–114
Carayon P (2006) Human factors of complex sociotechnical systems. Applied Ergonomics 37(4):525–535
Carbo AR, Tess AV, Roy C, Weingart SN (2011) Developing a high-performance team training framework for internal medicine residents: the ABCs of teamwork. J Patient Saf 7(2):72–76
Cheng A, Palaganas JC, Eppich W, Rudolph J, Robinson T, Grant V (2015a) Co-debriefing for simulation-based education: a primer for facilitators. Simul Healthc 10(2):69–75
Cheng A, Grant V, Dieckmann P, Arora S, Robinson T, Eppich W (2015b) Faculty development for simulation programs: five issues for the future of debriefing training. Simul Healthc 10(4):217–222
Cheng A, Grant V, Robinson T, Catena H, Lachapelle K, Kim J et al (2016a) The Promoting Excellence and Reflective Learning in Simulation (PEARLS) approach to health care debriefing: a faculty development guide. Clin Simul Nurs 12(10):419–428
Cheng A, Morse K, Rudolph J, Arab AA, Runnacles J, Eppich W (2016b) Learner-centered debriefing for health care simulation education: lessons for faculty development. Simul Healthc 11(1):32–40
Der Sahakian G, Alinier G, Savoldelli G, Oriot D, Jaffrelot M, Lecomte F (2015) Setting conditions for productive debriefing. Simul Gaming 46(2):197–208. doi:10.1177/1046878115576105
Dreifuerst KT (2015) Getting started with debriefing for meaningful learning. Clin Simul Nurs 11(5):268–275
Eppich W, Cheng A (2015) Promoting Excellence and Reflective Learning in Simulation (PEARLS): development and rationale for a blended approach to health care simulation debriefing. Simul Healthc 10(2):106–115. doi:10.1097/sih.0000000000000072
Falchikov N (2007) The place of peers in learning and assessment. In: Boud D, Falchikov N (eds) Rethinking assessment in higher education: learning for the longer term. Routledge, Abingdon, pp 128–143
Fanning RM, Gaba DM (2007) The role of debriefing in simulation-based learning. Simul Healthc 2(2):115–125
Gangaram P, Alinier G, Menacho AM (2017) Crisis Resource Management in Emergency Medical Settings in Qatar. International Paramedic Practice 7(2):18–23
Gardner R (2013) Introduction to debriefing. Semin Perinatol 37:166–174
Gardner AK, Diesen DL, Hogg D, Huerta S (2016) The impact of goal setting and goal orientation on performance during a clerkship surgical skills training program. Am J Surg 211(2):321–325
Janis IL (1971) Groupthink. Psychol Today 5(6):43–46
Jaye P, Thomas L, Reedy G (2015) ‘The Diamond’: a structure for simulation debrief. Clin Teach 12(3):171–175
Joëls M, Pu Z, Wiegert O, Oitzl MS, Krugers HJ (2006) Learning under stress: how does it work? Trends Cogn Sci 10(4):152–158
Karlsen R (2013) Stable program. Adaptation of the RUS model. Original work from the Center for Medical Simulation (D.R.), Cambridge, MA, USA
Kolbe M, Marty A, Seelandt J, Grande B (2016) How to debrief teamwork interactions: using circular questions to explore and change team interaction patterns. Adv Simul 1(1):29
Kriz WC (2008) A systemic-constructivist approach to the facilitation and debriefing of simulations and games. Simul Gaming 41(5):663–680
Kuiper R, Heinrich C, Matthias A, Graham MJ, Bell-Kotwall L (2008) Debriefing with the OPT model of clinical reasoning during high fidelity patient simulation. Int J Nurs Educ Scholarsh 5:Article17. doi:10.2202/1548-923X.1466
Lavoie P, Pepin J, Cossette S (2015) Development of a post-simulation debriefing intervention to prepare nurses and nursing students to care for deteriorating patients. Nurse Educ Pract 15(3):181–191
Paul R, Elder L (2007) Critical thinking: the art of Socratic questioning. J Dev Educ 31(1):36
Rall M, Manser T, Howard SK (2000) Key elements of debriefing for simulator training. European Journal of Anaesthesiology 17(8):516–517
Rudolph J, Simon R, Dufresne R, Raemer D (2006) There’s no such thing as “nonjudgmental” debriefing: a theory and method for debriefing with good judgment. Simul Healthc 1(1):49–55
Rudolph J, Simon R, Rivard P, Dufresne R, Raemer D (2007) Debriefing with good judgment: combining rigorous feedback with genuine inquiry. Anesthesiol Clin 25(2):361–376. doi:10.1016/j.anclin.2007.03.007
Rudolph J, Simon R, Raemer D, Eppich WJ (2008) Debriefing as formative assessment: closing performance gaps in medical education. Acad Emerg Med 15(11):1010–1016
Rudolph J, Raemer D, Arnold J, Allan C, Remke D, Reid J (2017) Debriefing as a tool for closing performance gaps. Paper presented at the International Pediatric Simulation Symposia and Workshop (IPSSW), 1–3 June 2017, Boston, MA, USA
Russell NJC (2011) Milgram’s obedience to authority experiments: origins and early evolution. Br J Soc Psychol 50(1):140–162
Savoldelli GL, Naik VN, Hamstra SJ, Morgan PJ (2005) Barriers to use of simulation-based education. Can J Anesth 52(9):944–950
Sawyer TL, Deering S (2013) Adaptation of the US Army’s after-action review for simulation debriefing in healthcare. Simul Healthc 8(6):388–397
Sigalet E, Blackie B, Davies J, Brisseau G, Schnurman D, Krizan A, et al. (2015). Workshop: feedback by design for an interprofessional audience. Paper presented at the 1st middle east conference on interprofessional education. 4–5 December 2015, Doha, Qatar
Weinstock P (2013) Boston Children’s Hospital simulator program, simulation instructor workshop, Harvard University, Boston. Personal communication. March 2013
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Oriot, D., Alinier, G. (2018). How to Run a Debriefing?. In: Pocket Book for Simulation Debriefing in Healthcare. Springer, Cham. https://doi.org/10.1007/978-3-319-59882-6_2
Download citation
DOI: https://doi.org/10.1007/978-3-319-59882-6_2
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-59881-9
Online ISBN: 978-3-319-59882-6
eBook Packages: EducationEducation (R0)