A Conceptual Framework for the Development of Debriefing Skills: A Journey of Discovery, Growth, and Maturity

Simulation in Healthcare

Volumn 15, Issue 1, 2020, Pages 55-60

  Cheng, Adam ^a   Eppich, Walter ^b   Kolbe, Michaela ^c   Meguerdichian, Michael ^d   Bajaj, Komal ^e   Grant, Vincent ^a  

^a UNIVERSITY OF CALGARY   (Canada)

^b NORTHWESTERN UNIVERSITY   (United States)

^c UNIVERSITY HOSPITAL ZURICH   (Switzerland)

^d Columbia University ^*  (United States)

^e ALBERT EINSTEIN COLLEGE OF MEDICINE   (United States)

Author keywords

Conceptual framework; Debriefing; Expertise; Faculty development

Indexed keywords

CONCEPTUAL FRAMEWORK; HUMAN; HUMAN EXPERIMENT; MATURITY; REVIEW; SKILL; CLINICAL COMPETENCE; CONSTRUCTIVE FEEDBACK; EDUCATION; KNOWLEDGE; ORGANIZATION AND MANAGEMENT; PERSONNEL MANAGEMENT; PSYCHOLOGICAL MODEL; SIMULATION TRAINING; UNIVERSITY;

CLINICAL COMPETENCE; FACULTY; FORMATIVE FEEDBACK; HUMANS; KNOWLEDGE; MODELS, PSYCHOLOGICAL; SIMULATION TRAINING; STAFF DEVELOPMENT;

EID: 85079093431     PISSN: 15592332     EISSN: 1559713X     Source Type: Journal    
DOI: 10.1097/SIH.0000000000000398     Document Type: Review

References (68)

1. Cheng A, Eppich W, Grant V,. Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. Med Educ 2014; 48 (7): 657-666.
2. Sawyer T, Eppich W, Brett-Fleegler M, Grant V, Cheng A,. More than one way to debrief: a critical review of healthcare simulation debriefing methods. Simul Healthc 2016; 11 (3): 209-217.
3. Levett-Jones T, Lapkin S,. A systematic review of the effectiveness of simulation debriefing in health professional education. Nurse Educ Today 2014; 34 (6): e58-e63.
4. Kolbe M, Grande B, Spahn DR,. Briefing and debriefing during simulation-based training and beyond: content, structure, attitude and setting. Best Pract Res Clin Anaesthesiol 2015; 29 (1): 87-96.
5. Couper K, Salman B, Soar J, Finn J, Perkins GD,. Debriefing to improve outcomes from critical illness: a systematic review and meta-analysis. Intensive Care Med 2013; 39 (9): 1513-1523.
6. Kessler DO, Cheng A, Mullan PC,. Debriefing in the emergency department after clinical events: a practical guide. Ann Emerg Med 2015; 65 (6): 690-698.
7. Lee J, Cheng A, Angelski C, Allain D, Ali S,. High-fidelity simulation in pediatric emergency medicine: a national survey of facilitator comfort and practice. Pediatr Emerg Care 2015; 31 (4): 260-265.
8. Peterson DT, Watts PI, Epps CA, White ML,. Simulation faculty development: a tiered approach. Simul Healthc 2017; 12 (4): 254-259.
9. Cheng A, Grant V, Dieckmann P, Arora S, Robinson T, Eppich W,. Faculty development for simulation programs: five issues for the future of debriefing training. Simul Healthc 2015; 10 (4): 217-222.
10. Kolbe M, Rudolph J,. What's the headline on your mind right now? How reflection guides simulation-based faculty development in a master class. BMJ Simul Technol Enhanced Learn 2018; 4 (3): 126-132.
11. Decker S, Fey M, Sideras S,. Standards of best practice: simulation standard VI: the debriefing process. Clin Simul Nurs 2013; 9 (6): S26-S29.
12. Fanning RM, Gaba DM,. The role of debriefing in simulation-based learning. Simul Healthc 2007; 2 (2): 115-125.
13. Kolbe M, Marty A, Seelandt J, Grande B,. How to debrief teamwork interactions: using circular questions to explore and change team interaction patterns. Adv Simul 2016; 1: 29.
14. Kolbe M, Weiss M, Grote G,. TeamGAINS: a tool for structured debriefings for simulation-based team trainings. BMJ Qual Saf 2013; 22 (7): 541-553.
15. Jaye P, Thomas L, Reedy G,. 'The Diamond': a structure for simulation debrief. Clin Teach 2015; 12: 171-175.
16. Rudolph JW, Simon R, Dufresne RL, Raemer DB,. 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. Rudolph JW, Simon R, Raemer DB, Eppich WJ,. Debriefing as formative assessment: closing performance gaps in medical education. Acad Emerg Med 2008; 15 (11): 1010-1016.
18. Rudolph JW, Simon R, Rivard P, Dufresne RL, Raemer DB,. Debriefing with good judgment: combining rigorous feedback with genuine inquiry. Anesthesiol Clin 2007; 25 (2): 361-376.
19. Cheng A, Grant V, Robinson T,. The Promoting Excellence and Reflective Learning in Simulation (PEARLS) approach to health care debriefing: a faculty development guide. Clin Simul Nurs 2016; 12 (10): 419-428.
20. 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.
21. Phrampus P, O'Donnell J,. Debriefing using a structured and supported approach. In: Levine AI, DeMaria S, Schwartz AD, Jim AJ, eds. The Comprehensive Textbook of Healthcare Simulation. New York, NY: Springer; 2013: 73-84.
22. Brett-Fleegler M, Rudolph J, Eppich W,. Debriefing assessment for simulation in healthcare: development and psychometric properties. Simul Healthc 2012; 7 (5): 288-294.
23. Arora S, Ahmed M, Paige J,. Objective structured assessment of debriefing: bringing science to the art of debriefing in surgery. Ann Surg 2012; 256 (6): 982-988.
24. 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 (1069): 613-621.
25. Saylor JL, Wainwright SF, Herge EA, Pohlig RT,. Development of an instrument to assess the clinical effectiveness of the debriefer in simulation education. J Allied Health 2016; 45 (3): 191-198.
26. Bordage G,. Conceptual frameworks to illuminate and magnify. Med Educ 2009; 43 (4): 312-319.
27. Dreyfus SE,. The five-stage model of adult skill acquisition. Bull Sci Technol Soc 2004; 24 (3): 177-181.
28. Dreyfus SE, Dreyfus HL,. A Five Stage Model of the Mental Activities Involved in Directed Skill Acquisition. Washington, DC: Storming Media; 1980.
29. Dreyfus HL, Dreyfus SE,. Mind Over Machine: The Power of Human Intuition and Expertise in the Era of the Computer. New York: The Free Press; 1986.
30. Mylopoulos M, Kulasegaram K, Woods NN,. Developing the experts we need: fostering adaptive expertise through education. J Eval Clin Pract 2018; 24 (3): 674-677.
31. Mylopoulos M, Woods NN,. When I say. adaptive expertise. Med Educ 2017; 51 (7): 685-686.
32. Benner P,. From novice to expert. Am J Nurs 1982; 82 (3): 402-407.
33. Benner P, Tanner C,. Clinical judgment: how expert nurses use intuition. Am J Nurs 1987; 87 (1): 23-31.
34. Benner P, Tanner C, Chesla C,. From beginner to expert: gaining a differentiated clinical world in critical care nursing. ANS Adv Nurs Sci 1992; 14 (3): 13-28.
35. Sawyer T, White M, Zaveri P,. Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine. Acad Med 2015; 90 (8): 1025-1033.
36. Carraccio CL, Benson BJ, Nixon LJ, Derstine PL,. From the educational bench to the clinical bedside: translating the Dreyfus developmental model to the learning of clinical skills. Acad Med 2008; 83: 761-767.
37. Dreyfus HL, Dreyfus SE,. Putting computers in their proper place: analysis versus intuition in the classroom. In: Sloan D, ed. The Computer in Education: A Critical Perspective. Columbia, NY: Teachers' College Press; 1984.
38. Conservation Io. PACR Professional Standards London. Available at: https://icon.org.uk/system/files/pacr_professional_standards_1.pdf. Accessed January 3, 2019.
39. Developments SL. Novice to expert: the Dreyfus model of skill acquisition. Available at: http://www.sld.demon.co.uk/dreyfus.pdf. Accessed January 4, 2019.
40. Booker C,. The Seven Basic Plots. Why We Tell Stories. London: Continuum; 2004.
41. Zigmont JJ, Kappus LJ, Sudikoff SN,. The 3D model of debriefing: defusing, discovering, and deepening. Semin Perinatol 2011; 35 (2): 52-58.
42. Sawyer TL, Deering S,. Adaptation of the US Army's After-Action Review for simulation debriefing in healthcare. Simul Healthc 2013; 8 (6): 388-397.
43. Dreifuerst KT,. Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. J Nurs Educ 2012; 51 (6): 326-333.
44. Rudolph JW, Raemer DB, Simon R,. Establishing a safe container for learning in simulation: the role of the presimulation briefing. Simul Healthc 2014; 9 (6): 339-349.
45. Edmondson A,. Psychological safety and learning behavior in work teams. Adm Sci Q 1999; 44: 350-383.
46. Cheng A, Palaganas J, Eppich W, Rudolph J, Robinson T, Grant V,. Co-debriefing for simulation-based education: a primer for facilitators. Simul Healthc 2015; 10 (2): 69-75.
47. Grant VJ, Robinson T, Catena H, Eppich W, Cheng A,. Difficult debriefing situations: a toolbox for simulation educators. Med Teach 2018; 40: 703-712.
48. Loo ME, Krishnasamy C, Lim WS,. Considering face, rights, and goals: a critical review of rapport management in facilitator-guided simulation debriefing approaches. Simul Healthc 2018; 13 (1): 52-60.
49. Cheng A, Morse KJ, Rudolph J, Arab AA, Runnacles J, Eppich W,. Learner-centered debriefing for health care simulation education: lessons for faculty development. Simul Healthc 2016; 11 (1): 32-40.
50. Cheng A, Nadkarni VM, Mancini MB,. Resuscitation education science: educational strategies to improve outcomes from cardiac arrest: a scientific statement from the American Heart Association. Circulation 2018; 138 (6): e82-e122.
51. Ulmer FF, Sharara-Chami R, Lakissian Z, Stocker M, Scott E, Dieckmann P,. Cultural prototypes and differences in simulation debriefing. Simul Healthc 2018; 13 (4): 239-246.
52. Chung HS, Dieckmann P, Issenberg SB,. It is time to consider cultural differences in debriefing. Simul Healthc 2013; 8 (3): 166-170.
53. Cutrer WB, Miller B, Pusic MV,. Fostering the development of master adaptive learners: a conceptual model to guide skill acquisition in medical education. Acad Med 2017; 92 (1): 70-75.
54. Mylopoulos M, Regehr G,. How student models of expertise and innovation impact the development of adaptive expertise in medicine. Med Educ 2009; 43 (2): 127-132.
55. Mulnix JW,. Thinking critically about critical thinking. Educ Philos Theory 2012; 44 (5): 464-479.
56. Sandars J,. The use of reflection in medical education: AMEE guide no. 44. Med Teach 2009; 31: 685-695.
57. Steinert Y, Mann K, Anderson B,. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40. Med Teach 2016; 38: 769-786.
58. Cheng A, Rodgers DL, van der Jagt É 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.
59. Bajaj K, Meguerdichian M, Thoma B, Huang S, Eppich W, Cheng A,. The PEARLS healthcare debriefing tool. Acad Med 2018; 93 (2): 336.
60. 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 (6): 528-536.
61. Fraser KL, Meguerdichian MJ, Haws JT, Grant VJ, Bajaj K, Cheng A,. Cognitive load theory for debriefing simulations: implications for faculty development. Adv Simul (Lond) 2018; 3: 28.
62. Roze DES, Ordons AL, Cheng A, Gaudet JE, Downar J, Lockyer JM,. Exploring faculty approaches to feedback in the simulated setting. Simul Healthc 2018; 13 (3): 195-200.
63. O'Shea CI, Schnieke-Kind C, Pugh D, Picton E,. The meta-debrief club: an effective method for debriefing your debrief. BMJ Simul Technol Enhanced Learn 2019. doi: 10.1136/bmjstel-2018-000419.
64. Cheng A, Grant V, Huffman J,. Coaching the debriefer: peer coaching to improve debriefing quality in simulation programs. Simul Healthc 2017; 12 (5): 319-325.
65. Bandura A, Jeffrey RW,. Role of symbolic coding and rehearsal processes in observational learning. J Pers Soc Psychol 1973; 26 (1): 122-130.
66. Bennett-Levy J,. Therapist skills: a cognitive model of their acquisition and refinement. Behav Cogn Psychother 2006; 34 (1): 57-78.
67. Bennett-Levy J,. Why therapists should walk the talk: the theoretical and empirical case for personal practice in therapist training and professional development. J Behav Ther Exp Psychiatry 2019; 62: 133-145.
68. Eppich W, Cheng A,. How cultural-historical activity theory can inform interprofessional team debriefings. Clin Simul Nurs 2015; 11 (8): 383-389.