Pocket Book for Simulation Debriefing in Healthcare (original) (raw)

More Than One Way to Debrief: A Critical Review of Healthcare Simulation Debriefing Methods

Simulation in healthcare : journal of the Society for Simulation in Healthcare, 2016

Debriefing is a critical component in the process of learning through healthcare simulation. This critical review examines the timing, facilitation, conversational structures, and process elements used in healthcare simulation debriefing. Debriefing occurs either after (postevent) or during (within-event) the simulation. The debriefing conversation can be guided by either a facilitator (facilitator-guided) or the simulation participants themselves (self-guided). Postevent facilitator-guided debriefing may incorporate several conversational structures. These conversational structures break the debriefing discussion into a series of 3 or more phases to help organize the debriefing and ensure the conversation proceeds in an orderly manner. Debriefing process elements are an array of techniques to optimize reflective experience and maximize the impact of debriefing. These are divided here into the following 3 categories: essential elements, conversational techniques/educational strategi...

Pilot study of the DART tool - an objective healthcare simulation debriefing assessment instrument

BMC Medical Education

Background Various rating tools aim to assess simulation debriefing quality, but their use may be limited by complexity and subjectivity. The Debriefing Assessment in Real Time (DART) tool represents an alternative debriefing aid that uses quantitative measures to estimate quality and requires minimal training to use. The DART is uses a cumulative tally of instructor questions (IQ), instructor statements (IS) and trainee responses (TR). Ratios for IQ:IS and TR:[IQ + IS] may estimate the level of debriefer inclusivity and participant engagement. Methods Experienced faculty from four geographically disparate university-affiliated simulation centers rated video-based debriefings and a transcript using the DART. The primary endpoint was an assessment of the estimated reliability of the tool. The small sample size confined analysis to descriptive statistics and coefficient of variations (CV%) as an estimate of reliability. Results Ratings for Video A (n = 7), Video B (n = 6), and Transcr...

International Meeting on Simulation in Healthcare 2007

2007

Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. 1200 individuals attended the 2007 International Meeting on Simulation in Healthcare and had access to panels, keynotes and workshop sessions to further their knowledge of use of simulation in healthcare to improve patient safety and manage resources. 26 workshops provided both hands-on and interactive learning in the areas of conducting research, outcomes based assessment, case development, disaster training, needs assessment and competency based training. Panels and keynotes addressed education, research, simulations operations, interactive environments, credentialing & assessment, clinical areas, economics of simulation and standardized patients. 72 peer reviewed abstracts were presented and are published in the Society's Journal, Simulation in Healthcare. 15. SUBJECT TERMS Simulation, healthcare, credentialing, assessment 16. SECURITY CLASSIFICATION OF: 17. LIMITATION OF ABSTRACT 18. NUMBER OF PAGES 19a. NAME OF RESPONSIBLE PERSON

‘The Diamond’: a structure for simulation debrief

The Clinical Teacher, 2015

Debriefi ng is the most important element in providing effective learning in simulationbased medical education reviews This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

Making a difference for quality of care and patient safety: Research with and about simulation

Globalization and Health, 2010

Simulation is spreading – now also for research purposes In recent years simulation in the health sciences has spread around the world 1. More disciplines and professions are engaging in education and training activities using simulation as an educational tool. We gave an overview about the use of simulation in an earlier issue of this publication 2. In this paper we explore the connections between simulation and research. Our aim is to describe uses of simulation that go beyond the educational use, while at the same time, helping in generating new knowledge that can inform simulation-based education as well as safe care for patients.

Medical simulation: a tool for recognition of and response to risk

Pediatric Radiology, 2008

The use of simulation and team training has become an excellent tool to reduce errors in high-risk industry such as the commercial airlines and in the nuclear energy field. The health care industry has begun to use similar tools to improve the outcome of high-risk areas where events are relatively rare but where practice with a tactical team can significantly reduce the chance of bad outcome. There are two parts to this review: first, we review the rationale of why simulation is a key element in improving our error rate, and second, we describe specific tools that have great use at the clinical bedside for improving the care of patients. These cross different (i.e. medical and surgical) specialties and practices within specialties in the health care setting. Tools described will include the pinch, brief/debriefing, read-backs, call-outs, dynamic skepticism, assertive statements, two-challenge rules, checklists and step back (hold points). Examples will assist the clinician in practical daily use to improve their bedside care of children.