Adaptation of the US army's after-action review for simulation debriefing in healthcare

Simulation in Healthcare

Volumn 8, Issue 6, 2013, Pages 388-397

  Sawyer, Taylor Lee ^a,b   Deering, Shad ^c  

^a UNIVERSITY OF WASHINGTON SCHOOL OF MEDICINE   (United States)

^b Washington State Army National Guard   (United States)

^c UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES   (United States)

Author keywords

After action review; Facilitated debriefing; Healthcare simulation; Performance improvement; Simulation debriefing

Indexed keywords

ARTICLE; CLINICAL COMPETENCE; COMPUTER SIMULATION; EDUCATION; HEALTH CARE DELIVERY; HUMAN; MEDICAL EDUCATION; METHODOLOGY; PROBLEM BASED LEARNING; RECALL; SOLDIER; STANDARD; UNITED STATES;

CLINICAL COMPETENCE; COMPUTER SIMULATION; DELIVERY OF HEALTH CARE; EDUCATION, MEDICAL; HUMANS; MENTAL RECALL; MILITARY PERSONNEL; PROBLEM-BASED LEARNING; UNITED STATES;

EID: 84893751534     PISSN: 15592332     EISSN: 1559713X     Source Type: Journal    
DOI: 10.1097/SIH.0b013e31829ac85c     Document Type: Article

References (44)

1. Issenberg SB, McGaghie WC, Petrusa ER, et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach 2005;27:10-28. (Pubitemid 40514851)
2. McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation-based medical education research: 2003-2009. Med Educ 2010;44:50-63.
3. Raemer D, Anderson M, Cheng A, Fanning R, Nadkarni V, Salvoldelli G. Research regarding debriefing as part of the learning process. Simul Healthc 2011;6:S52-S57.
4. Crookall D. Debriefing. Simul Games 1992;23:141-142.
5. Thatcher D. Promoting learning through games and simulations. Simul/Games Learn 1986;16:144-154.
6. Lederman L. Debriefing: toward a systematic assessment of theory and practice. Simul Gaming 1992;23:145-160.
7. Dewey J. Experience and Education. New York, NY; Macmillan; 1929.
8. Argyris C, Schon D. Theory in Practice: Increasing Professional Effectiveness. London, England: Jossey-Bass; 1974.
9. Kolb DA. Experiential Learning. Upper Saddle River, NJ: Prentice Hall; 1984.
10. Seel NM. Mental models and complex problem solving: instructional effects. In: Elen J, Clark RE, eds. Handling Complexity in Learning Environments: Theory and Research. New York, NY: Elsevier; 2006.
11. Rudolph J, Simon R, Ramer D, Eppich W. Debriefing as formative assessment: closing performance gaps in medical education. Acad Emerg Med 2008;15:1010-1016.
12. Pearson M, Smith D. Debriefing in experienced-based learning. Simul/Games Learn 1986;16(4):155-172.
13. Fanning R, Gaba D. The role of debriefing in simulation-based learning. Simul Healthc 2007;2(2):115-125. (Pubitemid 47181751)
14. Dismukes R, Gaba D, Howard S. So many roads: facilitated debriefing in healthcare. Simul Healthc 2006;1:23-25.
15. Zigmont JJ, Kappus LJ, Sudikoff SN. The 3D model of debriefing: defusing, discovering, and deepening. Semin Perinatol 2011;35:52-58.
16. Rudolph J, Simon R, Dufresne R, Raemer D. There's no such thing as "nonjudgmental" debriefing: a theory and method for debriefing with good judgment. Simul Healthc 2006;1(1):49-55.
17. Phrampus P. Debriefing in simulation education. Available at: www.wiser.pitt.edu/sites/wiser/.../day1-PP-JOD-DebriefingInSimEdu.pdf. Accessed February 11, 2012.
18. Van Heukelom J, Begaz T, Treat R. Comparison of postsimulation debriefing versus in-simulation debriefing in medical education. Simul Healthc 2010;5(2):91-97.
19. Kuiper RA, Heinrich C, Matthias A, Graham M, Bell-Kotwall L. Debriefing with the OPT model of clinical reasoning during high fidelity patient simulation. Int J Nurs Educ Scholarsh 2008;5(1):1-14.
20. Wallin CJ, Meurligh I, Hedren L, et al. Target-focused medical emergency team training using a human patient simulator: effects on behavior and attitude. Med Educ 2007;41(2):173-180.
21. Steinwachs B. How to facilitate a debriefing. Simul Gaming 1992;23(2):186-195.
22. Dismukes R, Smith F. Facilitation and Debriefing on Aviation Training and Operations. Aldershot, UK: Ashgate; 2000.
23. Training Circular 25-20, A Leaders' Guide to the After-Action Review, Headquarters, Department of the Army, Washington DC. 30 September 1993. Available at: www.au.af.mil/au/awc/awcgate/army/tc-25-20/tc25-20.pdf.
24. Bosley JJ, Onoszko P, Kner C, Sulzen R. Tactical Engagement Simulation Training Techniques: Two Training Programs for the Conduct of After Action Review (ARI Research Product 79-2). Alexandria, VA: US Army research Institute for the Behavioral and Social Sciences. (AD A073 724); 1979.
25. Morrison J, Meliza L. Foundation of the After-Action Review Process. Special Report #42. US Army Research Institute for the Behavioral and Social Sciences; 1999.
26. Garvin D. A 2000 Guide to Putting Learning Organization to Work: The U.S. Army's After-Action Reviews: Seizing the Chance to Learn. Boston, MA: Harvard Business School Press; 2000:106-116.
27. Darling M, Parry C, Moore J. Learning in the Thick of It. Cambridge: Harvard Business Review; 2005:84-92.
28. Manser R, Howard S. Key elements to debriefing for simulation training. Eur J Anaesth 2000;17(8):526-517.
29. Deering S, Sawyer T, Mikita J, Maurer D, Roth B. The Central Simulation Committee (CSC): a model for centralization and standardization of simulation-based medical education in the U.S. Army healthcare system. Mil Med 2012;177(7):829-835.
30. Sawyer T, Balog E, Eberly M, Warwick A. Debriefing After Medical Simulation Training. Workshop. Seattle, WA: American Academy of Pediatrics, Uniformed Services Pediatric Seminar; 2012.
31. Sawyer T, Halamek L. Post-simulation Debriefing Formats From the Army and NASA. Workshop. Orlando, FL: International Meeting for Simulation in Healthcare; 2013.
32. Savoldelli GL, Naik VN, Park JP, Joo HS, Chow R, Hamstra SJ. Value of debriefing during simulated crisis management. Anesthesiology 2006;105:279-285.
33. Byrne AJ, Sellen AJ, Jones JG, et al. Effect of videotape feedback on anaesthetists' performance while managing a simulated anaesthetic crisis: a multicentre study. Anaesthesia 2002;57(2):176-179. (Pubitemid 34149956)
34. Chronister C, Brown D. Comparison of simulation debriefing methods. Clin Simul Nurs 2012;8(7):e281-e288.
35. Sawyer T, Sierocka-Casteneda A, Chan D, Berg B, Lustik M, Thompson M. The effectiveness of video-assisted debriefing versus oral debriefing alone at improving neonatal resuscitation performance: a randomized trial. Simul Healthc 2012;7(4):213-221.
36. Watson GH. Benchmarking Workbook: Adapting the Best Practices for Performance Improvement. London, England: Productivity Press; 1992.
37. Harlen W, James M. Assessment and learning: differences and relationships between formative and summative evaluation. Assess Educ Princ Pol Pract 1997;4:365-377.
38. Kolb D, Fry R. Toward an applied theory of experiential learning. In: Cooper C, ed. Theories of Group Processes. London, England: John Wiley & Sons; 1975.
39. Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med 2004;79(10):S70-S80.
40. McGaghie WC. Research opportunities in simulation-based medical education using deliberate practice. Acad Emerg Med 2008;15:995-1001.
41. Wayne DB, Butter J, Siddall VJ, et al. Mastery learning of advanced cardiac life support skills by internal medicine residents using simulation technology and deliberate practice. J Gen Intern Med 2006;21:251-256.
42. Wayne DB, Barsuk JH, O'Leary K, et al. Mastery learning of thoracentesis skills by internal medicine residents using simulation technology and deliberate practice. J Hosp Med 2008;3:48-54. (Pubitemid 351330321)
43. Sawyer T, Sierocka-Casteneda A, Chan D, Berg B, Lustik M, Thompson M. Deliberate practice using simulation improves neonatal resuscitation performance. Simul Healthc 2011;6(6):327-336.
44. Brett-Fleegler M, Rudolph J, Eppich W, et al. Debriefing assessment for simulation in healthcare: development and psychometric properties. Simul Healthc 2012;7(5):288-294.