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Am J Surg. 2015 Jan;209(1):126-31. doi: 10.1016/j.amjsurg.2014.05.034. Epub 2014 Oct 16.

Debriefing 101: training faculty to promote learning in simulation-based training.

Author information

1
Department of Surgery, LSU Health New Orleans Health Sciences Center, 1542 Tulane Avenue, New Orleans, LA 70112, USA. Electronic address: jpaige@lsuhsc.edu.
2
Department of Surgery and Cancer, Imperial College, London, UK.
3
Department of Surgery, Baystate Medical Center, Springfield, MA, USA.

Abstract

BACKGROUND:

Debriefing is recognized as essential for successful simulation-based training. Unfortunately, its effective use is variable. We developed a train the trainer workshop to teach key evidence-based components of effective debriefing.

METHOD:

A workshop focusing on best practices for debriefing in surgical simulation-based training was developed for the 2012 Annual Meeting of the Association for Surgical Education. Content emphasized key theoretical concepts related to and evidence-based components of an effective debriefing. Additionally, the workshop incorporated experiential learning via active debriefing following a simulated scenario.

RESULTS:

Content of the workshop emphasized effective debriefing as the key to learning in simulation-based education. Key elements of debriefing for educators to keep in mind include the following: approach, learning environment, engagement of learners, reaction, reflection, analysis, diagnosis, and application.

CONCLUSIONS:

Effective debriefing is an essential skill for educators involved in surgical simulation-based training. Without it, learning opportunities are missed. Training the trainer in effective debriefing is essential to ensure standardization of practice.

KEYWORDS:

Continuing medical education; Debriefing; Faculty development; Simulation; Surgical education

PMID:
25497438
DOI:
10.1016/j.amjsurg.2014.05.034
[Indexed for MEDLINE]

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