Exploring the Meta-debrief: Developing a Toolbox for Debriefing the Debrief

Otherwise known as debriefing the debrief, meta-debriefing describes the practice of debriefing simulation facilitators after they have facilitated, or observed, a debriefing. It is a vital component of enhancing debriefing skills, irrespective of where debriefers may be in terms of their profession...

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Vydáno v:Simulation in healthcare : journal of the Society for Medical Simulation Ročník 20; číslo 3; s. 199
Hlavní autoři: Kumar, Prashant, Collins, Kathleen, Oliver, Nathan, Duys, Rowan, Park-Ross, Jocelyn Frances, Paton, Catherine, Laws-Chapman, Colette, Eppich, Walter, McGowan, Neil
Médium: Journal Article
Jazyk:angličtina
Vydáno: United States 01.06.2025
Témata:
Clinical Competence
Formative Feedback
Humans
Simulation Training - methods
Simulation Training - organization & administration
simulation-based education
debriefing the debrief
meta-debriefing
Debriefing
faculty development
ISSN:1559-713X, 1559-713X
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Shrnutí:Otherwise known as debriefing the debrief, meta-debriefing describes the practice of debriefing simulation facilitators after they have facilitated, or observed, a debriefing. It is a vital component of enhancing debriefing skills, irrespective of where debriefers may be in terms of their professional development journey from novice to expert. We present the following 4 fundamental pillars, which underpin the creation of an impactful meta-debriefing strategy: theoretically driven, psychologically safe, context dependent, and formative in function. Furthermore, we describe various strategies that, underpinned by these 4 key pillars, contribute to a toolbox of techniques that enable meta-debriefers to develop proficiency and flexibility in their practice. We have synthesized and critically reviewed the current evidence base, derived mostly from the debriefing literature, and highlighted gaps to address in meta-debriefing contexts. We hope this article stimulates discussion among simulation practitioners, progresses the science and art of meta-debriefing, and prompts further research so that meta-debriefing can become an integral evidence-based component of our faculty development processes.
Bibliografie:ObjectType-Article-1
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ISSN:1559-713X
1559-713X
DOI:10.1097/SIH.0000000000000830