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Med Teach. 2018 Jul;40(7):703-712. doi: 10.1080/0142159X.2018.1468558. Epub 2018 May 23.

Difficult debriefing situations: A toolbox for simulation educators.

Author information

1
a Department of Pediatrics and Emergency Medicine, Cumming School of Medicine , University of Calgary , Calgary , Canada.
2
b KidSIM Simulation Program , Alberta Children's Hospital , Calgary , Canada.
3
c Departments of Pediatrics and Medical Education , Northwestern University Feinberg School of Medicine, Ann & Robert H. Lurie Children's Hospital of Chicago , Chicago , IL , USA.

Abstract

BACKGROUND:

Simulation-based education (SBE) has emerged as an essential modality for health professions education. One of the central tenants of effective SBE is reflective practice, typically guided by a facilitated debriefing. The debriefing conversation has the possibility of becoming a difficult conversation based on learner and situation-related factors. Difficult debriefing situations may threaten the learning environment, thus requiring an appreciation and understanding of the various ways that learners may react adversely to simulation and debriefing.

AIM:

This article provides a review of the various phenotypes of difficult debriefing situations and a toolbox of proactive and reactive strategies to help guide the simulation educator to manage these situations, with the ultimate goal of achieving learning objectives.

PMID:
29792100
DOI:
10.1080/0142159X.2018.1468558
[Indexed for MEDLINE]

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