Faculty development for simulation programs: Five issues for the future of debriefing training

Simulation in Healthcare

Volumn 10, Issue 4, 2015, Pages 217-222

  Cheng, Adam ^a   Grant, Vincent ^a   Dieckmann, Peter ^b   Arora, Sonal ^c   Robinson, Traci ^a   Eppich, Walter ^d  

^a UNIVERSITY OF CALGARY   (Canada)

^b GENTOFTE UNIVERSITY HOSPITAL   (Denmark)

^c IMPERIAL COLLEGE LONDON   (United Kingdom)

^d CHILDREN'S MEMORIAL HOSPITAL   (United States)

Author keywords

Debriefing; Education; Faculty Development; Simulation; Training

Indexed keywords

CONSTRUCTIVE FEEDBACK; HUMAN; INTERPERSONAL COMMUNICATION; MEDICAL EDUCATION; MEDICAL SCHOOL; ORGANIZATION AND MANAGEMENT; PERSONNEL MANAGEMENT; PROCEDURES; SIMULATION TRAINING; STANDARDS; TEACHING;

COMMUNICATION; FACULTY, MEDICAL; FORMATIVE FEEDBACK; HUMANS; INTERNSHIP AND RESIDENCY; SIMULATION TRAINING; STAFF DEVELOPMENT; TEACHING;

EID: 84939547264     PISSN: 15592332     EISSN: 1559713X     Source Type: Journal    
DOI: 10.1097/SIH.0000000000000090     Document Type: Article

References (51)

1. Issenberg SB, McGaghie WC, Petrusa ER, Gordon DL, Scalese RJ,. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach 2005; 27: 10-28
2. Fanning RM, Gaba DM,. The role of debriefing in simulation-based learning. Simul Healthc 2007; 2: 115-125
3. Raemer D, Anderson M, Cheng A, Fanning R, Nadkarni V, Savoldelli G,. Research regarding debriefing as part of the learning process. Simul Healthc 2011; 6: S52-S57
4. Cook DA, Hamstra SJ, Brydges R, Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-Analysis. Med Teach 2013; 35: e867-e898
5. Cheng A, Eppich W, Grant V, Sherbino J, Zendejas-Mummert B, Cook D,. Debriefing for technology-enhanced simulation: a systematic review and meta-Analysis. Med Educ 2014; 48: 657-666
6. Rudolph JW, Simon R, Raemer D, Eppich WJ,. Debriefing as formative assessment: closing performance gaps in medical education. Acad Emerg Med 2008; 15: 1-7
7. Rudolph JW, Simon R, Rivard P, Dufresne RL, Raemer DB,. Debriefing with good judgment: combining rigorous feedback with genuine inquiry. Anesthesiol Clin 2007; 25: 361-376
8. Rudolph JW, Simon R, Dufresne RL, Raemer DB,. There's no such thing as a "nonjudgmental" debriefing: a theory and method for debriefing with good judgment. Simul Healthc 2006; 1: 49-55
9. Cheng A, Rodgers D, Van Der Jagt E, Eppich W, O'Donnell J,. Evolution of the Pediatric Advanced Life Support course: enhanced learning with a new debriefing tool and Web-based module for Pediatric Advanced Life Support instructors. Pediatr Crit Care Med 2012; 13 (5): 589-595
10. LeFlore JL, Anderson M, Michael JL, Engle WD, Anderson J,. Comparison of self-directed learning versus instructor-modeled learning during a simulated clinical experience. Simul Healthc 2007; 2: 170-177
11. LeFlore JL, Anderson M,. Alternative educational models for interdisciplinary student teams. Simul Healthc 2009; 4: 135-142
12. Savoldelli GL, Naik VN, Park J, Joo HS, Chow R, Hamstra SJ,. Value of debriefing during simulated crisis management: oral versus video-Assisted oral feedback. Anesthesiology 2006; 105: 279-285
13. Grant JS, Moss J, Epps C, Watts P,. Using video-facilitated feedback to improve student performance following high-fidelity simulation. Clin Sim Nurs 2010; 6: e177-e184
14. Byrne AJ, Sellen AJ, Jones JG, Effect of videotape feedback on anaesthetists' performance while managing simulated anaesthetic crises: a multicenter study. Anaesthesia 2002; 57: 176-179
15. Sawyer T, Sierocka-Castaneda 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: 213-221
16. LeFlore JL, Anderson M,. Effectiveness of 2 methods to teach and evaluate new content to neonatal transport personnel using high-fidelity simulation. J Perinat Neonatal Nurs 2008; 22: 319-328
17. Van Heukelom JN, Begaz T, Treat R,. Comparison of postsimulation debriefing versus in-simulation debriefing in medical simulation. Simul Healthc 2010; 5: 91-97
18. Xeroulis GJ, Park J, Moulton CA, Reznick RK, LeBlanc V, Dubrowski A,. Teaching suturing and knot-Typing skills to medical students: a randomized controlled study comparing computer-based video instruction and (concurrent and summary) expert feedback. Surgery 2007; 141: 442-449
19. Walsh CM, Ling SC, Wang CS, Carnahan H,. Concurrent versus terminal feedback: it may be better to wait. Acad Med 2009; 84: S54-S57
20. Dreifuerst KT,. Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. J Nurs Educ 2012; 51: 326-333
21. Bond WF, Deitrick LM, Eberhardt M, Cognitive versus technical debriefing after simulation training. Acad Emerg Med 2006; 13: 276-283
22. Cheng A, Hunt EA, Donoghue A, EXPRESS Investigators. Examining pediatric resuscitation education using simulation and scripted debriefing: a multicenter randomized trial. JAMA Pediatr 2013; 167: 528-536
23. Sawyer TL, Deering S,. Adaptation of the US Army's after-Action review for simulation debriefing in healthcare. Simul Healthc 2013; 8: 388-397
24. Ahmed M, Arora S, Russ S, Darzi A, Vincent C, Sevdalis N,. Operation debrief: a SHARP improvement in performance feedback in the operating room. Ann Surg 2013; 258: 958-963
25. Archer JC,. State of the science in health professional education: effective feedback. Med Educ 2010; 44 (1): 101-108
26. Hatala R, Cook DA, Zendejas B, Hamstra SJ, Brydges R,. Feedback for simulation-based procedural skills training: a meta-Analysis and critical narrative synthesis. Adv Health Sci Educ Theory Pract 2014; 19 (2): 251-272
27. Eppich W, Cheng A,. Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and Rationale for a Blended Approach to Health Care Simulation Debriefing. Simul Healthc 2015; 10 (2): 106-115
28. Centra JA,. Types of faculty development programs. J Higher Educ 1978; 49: 151-162
29. Sheets KJ, Schwenk TJ,. Faculty development for family medicine education: an agenda for future activities. Teach Learn Med 1990; 2: 141-148
30. Bligh J,. Faculty development. Med Educ 2005; 39: 120-121
31. Steinert Y, Mann K, Centeno A, A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach 2006;; 28: 497-526
32. Leslie K, Baker L, Egan-Lee E, Esdaile M, Reeves S,. Advancing faculty development in medical education: a systematic review. Acad Med 2013; 88: 1038-1045
33. Kolbe M, Weiss M, Grote G, TeamGAINS: a tool for structured debriefings for simulation-based team trainings. BMJ Qual Saf 2013; 22: 541-553
34. Fanning RM, Gaba DM,. Debriefing. In: Gaba DM, Fish KJ, Howard SK, Burden AR, eds. Crisis Management in Anesthesiology. 2nd ed. Philadelphia, PA: Elsevier Saunders; 2015: 65-78
35. Coles CR, Tomlinson JM,. Teaching student-centered educational approaches to general practice teachers. Med Educ 1994; 28: 234-238
36. Hewson MG,. A theory-based faculty development program for clinican-educators. Acad Med 2000; 75: 498-501
37. Sheets KJ, Henry RC,. Evaluation of a faculty development program for family physicians. Med Teach 1988; 10: 75-83
38. Dewitt TG, Goldberg RL, Roberts KB,. Developing community faculty: principles, practice, and evaluation. Am J Dis Child 1993; 147: 49-53
39. Elliot DL, Skeff KM, Stratos GA,. How do you get to the improvement of teaching? A longitudinal faculty development program for medical educators. Teach Learn Med 1999; 11: 52-57
40. Motola I, Devine AL, Chung HS, Sullivan JE, Issenberg B,. Simulation in healthcare: a best evidence practical guide. AMEE Guide No. 82. Med Teach 2013; 35: e1511-e1530
41. Brett-Fleegler M, Rudolph J, Eppich W, Debriefing assessment for simulation in healthcare: development and psychometric properties. Simul Healthc 2012; 7: 288-294
42. Arora S, Ahmed M, Paige J, Objective structured assessment of debriefing: bringing science to the art of debriefing in surgery. Ann Surg 2012; 256: 982-988
43. Runnacles J, Thomas L, Sevdalis N, Kneebone R, Arora S,. Development of a tool to improve performance debriefing and learning: the paediatric Objective Structured Assessment of Debriefing (OSAD) tool. Postgrad Med J 2014; 90: 613-621
44. Skeff KM,. Evaluation of a method for improving the teaching performance of attending physicians. Am J Med 1983; 75: 465-470
45. Sullivan PB, Buckle A, Nicky G, Atkinson SH,. Peer observation of teaching as a faculty development tool. BMC Med Educ 2012; 12: 26
46. Finn K, Chiappa V, Puig A, Hunt DP,. How to become a better clinical teacher: a collaborative peer observation process. Med Teach 2011; 33: 151-155
47. Adshead L, White PT, Stephenson A,. Introducing peer observation of teaching to GP teachers: a questionnaire study. Med Teach 2006; 28: e68-e73
48. Cosh J,. Peer observation in higher education-A reflective approach. Innovat Educ Teach Int 1998; 35: 171-176
49. Marvel MK,. Improving clinical teaching skills using the parallel process model. Fam Med 1991; 23: 279-284
50. Litzelman DK, Stratos GA, Marriott DJ, Lazaridis EN, Skiff KM,. Beneficial and harmful effects of augmented feedback on physicians' clinical teaching performances. Acad Med 1998; 73: 324-332
51. Rudolph JW, Foldy EG, Robinson T, Kendall S, Taylor SS, Simon R,. Helping without harming: the instructor's feedback dilemma in debriefing-A case study. Simul Healthc 2013; 8: 304-316