Dynamic Debriefing: Maximizing the Impact of Innovative Simulation Activities
Purpose: Multiple studies within a variety of health professions describe the debriefing session after simulation as the point wherein student learning is solidified. However, little practical advice exists on the best mechanism to structure or lead a debriefing session. This session aims to maximize the effectiveness of simulation educators in planning and conducting post-simulation debriefings.Methods and/or Description of Project: The incorporation of simulation technologies for education and assessment within DPT curricula is on the rise given greater emphasis on competency-based instruction. Clear evidence exists supporting the effectiveness of simulation in promoting skill transfer to authentic environments and real-world scenarios. Specific to acute care, simulation has been shown to improve student psychomotor skill performance, emergency response, and interprofessional communication. While a well-constructed case scenario is requisite to a meaningful experience, the post-encounter debrief represents the most powerful learning component of the entire simulation exercise. Current evidence indicates that learners correlate the perceived skill of the facilitator with the inherent value of the simulation experience. This session will explore the evidence supporting the ability of the debrief, if done appropriately, to provoke engaging discussions, explore performance gaps, and promote improved future performance of learners. Presentation of debriefing frameworks will be coupled with mechanisms to match debriefing methodology with simulation goals, objectives, and utilized technology or approach. Acute care simulation activities and excerpts from debriefs will be shared to demonstrate how appropriate debriefing frameworks can maximize performance outcomes.Results/Outcomes: A framework around which debriefs may be constructed, along with self-assessment tools to evaluate debriefing skills, will help participants organize and conduct effective debriefings after simulation experiences.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Debriefing is key to student learning in simulation experiences and as such, must be systematically planned and delivered for maximal student benefit. Incorporating existing evidence on simulation debriefs into a structured delivery framework will maximize the linkage between simulation learning objectives and the learning outcome. A quality debrief enables precious curricular time to be used to its fullest potential.References: Jeffries PR, Dreifuerst KT, Kardong-Edgren S, Hayden J. Faculty development when initiating simulation programs: lessons learned from the National Simulation Study. J Nurs Regulation. 2015;5(4): 17-23. doi.org/10.1016/S2155-8256(15)30037-5. Simon R, Raemer DB, Rudolph JW. Debriefing Assessment for Simulation in Healthcare (DASH)© – Instructor Version, Short Form. Center for Medical Simulation, Boston, Massachusetts. https://harvardmedsim.org/_media/DASH.IV.ShortForm.2012.05.pdf. 2012. Eppich W, Cheng A. Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and rationale for a blended approach to health care simulation debriefing. Sim Healthcare. 2015:10(2);106-115. Sawyer T, Eppich W, Brett-Fleegler M, Grant V, Cheng A. More than one way to debrief: a critical review of healthcare simulation debriefing methods. Sim Healthcare. 2016:11(3):209-217.doi.org/10.1097/sih.0000000000000148. Sulaiman D, Sabei AL, Lasater K. Simulation debriefing for clinical judgment development: a concept analysis. Nurs Edu Today. 2016:45(11):42-47. doi.org/10.1016/j.nedt.2016.06.008. Park CW, Holtschneider ME. Interprofessional simulation: debriefing from the patient’s point of view. J Nurs Prof Devel. 2016:32(1):44-46. doi.org/ 10.1097/nnd.0000000000000239. Silberman N, Litwin B, Panzarella K, Fernandez-Fernandez A. High fidelity human simulation improves physical therapist student self-efficacy for acute care clinical practice. J Phys Ther Edu. 2016:30(1);14-24. Pritchard SA, Blackstock FC, Nestel D, Keating JL. Simulated patients in physical therapy education: systematic review and meta-analysis. Phys Ther. 2016:96(9):1342-1353. Van Soeren M, Devlin-Cap S, MacMillan K, Baker L, Egan-Lee E, Reeves S. Simulated interprofessional education: an analysis of teaching and learning processes. J Interprof Care. 2011:25(60);434-440.Course Objectives: Upon completion of this course, you will be able to: Describe the evidence supporting debriefing as a primary contributor to student learning. Select a debrief framework that complements the goals, objectives, and design of a simulation scenario. Avert debriefing pitfalls by adapting delivery approaches and mechanisms to facilitate improved learning outcomes. Determine appropriate strategies to self-assess and improve debriefing skills.Instructional Methods: Lecture, Question and Answer, Audience Live Polling, Small Group DiscussionsTentative Outline/Schedule: Introduction (5 minutes) Evidence-base supporting debriefing & debriefing frameworks (15 minutes) Matching debrief to simulation goals, objectives, and/or type of simulation (10 minutes) Debriefing pitfalls & tactics to avoid/resolve (10 minutes) Cases & Application, with discussion (40 minutes) Wrap Up and Panel Q & A (10 minutes)