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Med Teach. 2009 Jul;31(7):e287-94.

The art and science of debriefing in simulation: Ideal and practice.

Author information

1
Herlev University Hospital, Denmark. mail@peter-dieckmann.de

Abstract

OBJECTIVES:

Describing what simulation centre leaders see as the ideal debriefing for different simulator courses (medical vs. crisis resource management (CRM)-oriented). Describing the practice of debriefing based on interactions between instructors and training participants.

METHODS:

Study 1 - Electronic questionnaire on the relevance of different roles of the medical teacher for debriefing (facilitator, role model, information provider, assessor, planner, resource developer) sent to simulation centre leaders. Study 2 - Observation study using a paper-and-pencil tool to code interactions during debriefings in simulation courses for CRM for content (medical vs. CRM-oriented) and type (question vs. utterance).

RESULTS:

Study 1 - The different roles were seen as equally important for both course types with the exception of 'information provider' which was seen as more relevant for medical courses. Study 2 - There were different interaction patterns during debriefings: line - involving mostly the instructor and one course participant, triangle - instructor and two participants, fan - instructor and all participants in a dyadic form and net - all participants and the instructor with cross references.

CONCLUSION:

What simulation centre heads think is important for the role mix of simulation instructors is (at least partly) not reflected in debriefing practice.

PMID:
19811136
[Indexed for MEDLINE]

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