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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| Vydané v: | Simulation in healthcare : journal of the Society for Medical Simulation Ročník 20; číslo 3; s. 199 |
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| Hlavní autori: | , , , , , , , , |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
United States
01.06.2025
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| ISSN: | 1559-713X, 1559-713X |
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| Abstract | 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. |
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| AbstractList | 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. 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.SUMMARY STATEMENTOtherwise 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. |
| Author | Park-Ross, Jocelyn Frances Eppich, Walter Collins, Kathleen Kumar, Prashant McGowan, Neil Oliver, Nathan Duys, Rowan Laws-Chapman, Colette Paton, Catherine |
| Author_xml | – sequence: 1 givenname: Prashant orcidid: 0000-0002-8745-2151 surname: Kumar fullname: Kumar, Prashant organization: From the Department of Anaesthesia (P.K.), NHS Greater Glasgow & Clyde, Scotland, United Kingdom; Department of Medical Education (P.K., N.M.), NHS Greater Glasgow & Clyde, Scotland, United Kingdom; School of Medicine (P.K., K.C., C.P., N.M.), Dentistry & Nursing, University of Glasgow, Scotland, United Kingdom; Department of Medical Education (K.C., C.P.), NHS Lanarkshire, Scotland, United Kingdom; School of Nursing & Midwifery (N.O.), University of Canberra, Canberra, Australia; College of Medicine & Veterinary Medicine (N.O.), University of Edinburgh, Scotland, United Kingdom; Department of Anaesthesia and Perioperative Medicine (R.D.), University of Cape Town, Cape Town, South Africa; Division of Global Surgery (R.D., J.F.P.-R.), Department of Surgery, University of Cape Town, Cape Town, South Africa; Simulation in Healthcare for African Research and Education (SHARE) Initiative (J.F.P.-R.), South Africa; Simulation & Interactive Learning Centre (C.L.-C.), Guys & St Thomas' NHS Foundation Trust, United Kingdom, and Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia (W.E.) – sequence: 2 givenname: Kathleen surname: Collins fullname: Collins, Kathleen – sequence: 3 givenname: Nathan surname: Oliver fullname: Oliver, Nathan – sequence: 4 givenname: Rowan surname: Duys fullname: Duys, Rowan – sequence: 5 givenname: Jocelyn Frances surname: Park-Ross fullname: Park-Ross, Jocelyn Frances – sequence: 6 givenname: Catherine surname: Paton fullname: Paton, Catherine – sequence: 7 givenname: Colette surname: Laws-Chapman fullname: Laws-Chapman, Colette – sequence: 8 givenname: Walter surname: Eppich fullname: Eppich, Walter – sequence: 9 givenname: Neil surname: McGowan fullname: McGowan, Neil |
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| Keywords | simulation-based education debriefing the debrief meta-debriefing Debriefing faculty development |
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| Title | Exploring the Meta-debrief: Developing a Toolbox for Debriefing the Debrief |
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