Title |
Briefing and debriefing during simulation-based training and beyond: Content, structure, attitude and setting
|
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Published in |
Bailliere's Best Practice & Research, Clinical Anaesthesiology, January 2015
|
DOI | 10.1016/j.bpa.2015.01.002 |
Pubmed ID | |
Authors |
Michaela Kolbe, Bastian Grande, Donat R. Spahn |
Abstract |
In this article, we review the debriefing literature and point to the dilemma that although debriefings especially intend to enhance team (rather than individual) learning, it is particularly this team setting that poses risks for debriefing effectiveness (e.g., preference-consistent information sharing, lack of psychological safety inhibiting structured information sharing, ineffective debriefing models). These risks can be managed with a mindful approach with respect to content (e.g., specific learning objectives), structure (e.g., reactions phase, analysis phase, summary phase), attitude (e.g., honesty, curiosity, holding the trainee in positive regard) and setting (e.g., briefings to provide orientation and establish psychological safety). We point to the potential of integrating systemic methods such as circular questions into debriefings, discuss the empirical evidence for debriefing effectiveness and highlight the importance of faculty development. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Canada | 1 | 100% |
Demographic breakdown
Type | Count | As % |
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Members of the public | 1 | 100% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Germany | 1 | <1% |
Ireland | 1 | <1% |
United Kingdom | 1 | <1% |
Canada | 1 | <1% |
United States | 1 | <1% |
Unknown | 288 | 98% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 53 | 18% |
Student > Ph. D. Student | 34 | 12% |
Other | 23 | 8% |
Researcher | 20 | 7% |
Student > Doctoral Student | 19 | 6% |
Other | 87 | 30% |
Unknown | 57 | 19% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 101 | 34% |
Nursing and Health Professions | 57 | 19% |
Psychology | 20 | 7% |
Social Sciences | 14 | 5% |
Engineering | 6 | 2% |
Other | 26 | 9% |
Unknown | 69 | 24% |