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

Peter Dieckmann; Susanne Molin Friis; Anne Lippert; Doris Østergaard

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

Peter Dieckmann, Susanne Molin Friis, Anne Lippert, Doris Østergaard

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

152 Citationer (Scopus)

Abstract

Udgivelsesdato: 2009-Jul

Originalsprog	Engelsk
Tidsskrift	Medical Teacher
Vol/bind	31
Udgave nummer	7
Sider (fra-til)	e287-94
ISSN	0142-159X
Status	Udgivet - 2009

Bibliografisk note

Keywords: Emergency Service, Hospital; Faculty, Medical; Humans; Medical Errors; Patient Simulation; Problem-Based Learning; Professional Role; Questionnaires; Safety Management

Citationsformater

@article{07d9e0c085ad11df928f000ea68e967b,

title = "The art and science of debriefing in simulation: Ideal and practice",

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.",

author = "Peter Dieckmann and {Molin Friis}, Susanne and Anne Lippert and Doris {\O}stergaard",

note = "Keywords: Emergency Service, Hospital; Faculty, Medical; Humans; Medical Errors; Patient Simulation; Problem-Based Learning; Professional Role; Questionnaires; Safety Management",

year = "2009",

language = "English",

volume = "31",

pages = "e287--94",

journal = "Medical Teacher",

issn = "0142-159X",

publisher = "Taylor & Francis",

number = "7",

}

TY - JOUR

T1 - The art and science of debriefing in simulation: Ideal and practice

AU - Dieckmann, Peter

AU - Molin Friis, Susanne

AU - Lippert, Anne

AU - Østergaard, Doris

N1 - Keywords: Emergency Service, Hospital; Faculty, Medical; Humans; Medical Errors; Patient Simulation; Problem-Based Learning; Professional Role; Questionnaires; Safety Management

PY - 2009

Y1 - 2009

N2 - 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.

AB - 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.

M3 - Journal article

C2 - 19811136

VL - 31

SP - e287-94

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 7

ER -