A Conceptual Framework for the Development of Debriefing Skills: A Journey of Discovery, Growth, and Maturity
Despite the critical importance of debriefing in simulation-based education, existing literature offers little guidance on how debriefing skills develop over time. An elaboration of the trajectory through which debriefing expertise evolves would help inform educators looking to enhance their skills....
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| Vydáno v: | Simulation in healthcare : journal of the Society for Medical Simulation Ročník 15; číslo 1; s. 55 |
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| Hlavní autoři: | , , , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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United States
01.02.2020
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| ISSN: | 1559-713X, 1559-713X |
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| Abstract | Despite the critical importance of debriefing in simulation-based education, existing literature offers little guidance on how debriefing skills develop over time. An elaboration of the trajectory through which debriefing expertise evolves would help inform educators looking to enhance their skills. In this article, we present a new conceptual framework for the development of debriefing skills based on a modification of Dreyfus and Dreyfus' model of skill development. For each of the 3 stages of debriefing skill development-discovery, growth, and maturity, we highlight characteristics of debriefers, requisite knowledge, and key skills. We propose how faculty development experiences map to each stage of debriefing skill development. We hope the new conceptual framework will advance the art and science of debriefing by shaping future faculty development initiatives, research, and innovation in debriefing. |
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| AbstractList | Despite the critical importance of debriefing in simulation-based education, existing literature offers little guidance on how debriefing skills develop over time. An elaboration of the trajectory through which debriefing expertise evolves would help inform educators looking to enhance their skills. In this article, we present a new conceptual framework for the development of debriefing skills based on a modification of Dreyfus and Dreyfus' model of skill development. For each of the 3 stages of debriefing skill development-discovery, growth, and maturity, we highlight characteristics of debriefers, requisite knowledge, and key skills. We propose how faculty development experiences map to each stage of debriefing skill development. We hope the new conceptual framework will advance the art and science of debriefing by shaping future faculty development initiatives, research, and innovation in debriefing.STATEMENTDespite the critical importance of debriefing in simulation-based education, existing literature offers little guidance on how debriefing skills develop over time. An elaboration of the trajectory through which debriefing expertise evolves would help inform educators looking to enhance their skills. In this article, we present a new conceptual framework for the development of debriefing skills based on a modification of Dreyfus and Dreyfus' model of skill development. For each of the 3 stages of debriefing skill development-discovery, growth, and maturity, we highlight characteristics of debriefers, requisite knowledge, and key skills. We propose how faculty development experiences map to each stage of debriefing skill development. We hope the new conceptual framework will advance the art and science of debriefing by shaping future faculty development initiatives, research, and innovation in debriefing. Despite the critical importance of debriefing in simulation-based education, existing literature offers little guidance on how debriefing skills develop over time. An elaboration of the trajectory through which debriefing expertise evolves would help inform educators looking to enhance their skills. In this article, we present a new conceptual framework for the development of debriefing skills based on a modification of Dreyfus and Dreyfus' model of skill development. For each of the 3 stages of debriefing skill development-discovery, growth, and maturity, we highlight characteristics of debriefers, requisite knowledge, and key skills. We propose how faculty development experiences map to each stage of debriefing skill development. We hope the new conceptual framework will advance the art and science of debriefing by shaping future faculty development initiatives, research, and innovation in debriefing. |
| Author | Eppich, Walter Grant, Vincent Kolbe, Michaela Meguerdichian, Michael Cheng, Adam Bajaj, Komal |
| Author_xml | – sequence: 1 givenname: Adam surname: Cheng fullname: Cheng, Adam organization: From the KidSim-ASPIRE Research Program, Alberta Children's Hospital, Departments of Pediatrics and Emergency Medicine (A.C.), Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada; Departments of Pediatrics and Medical Education (W.E.), Northwestern University Feinberg School of Medicine, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL; Simulation Center (M.K.), UniversitatsSpital Zurich, Zurich, Switzerland; Department of Emergency Medicine (M.M.), NYC Health + Hospitals/Harlem, Health + Hospitals/Simulation Center, Columbia University; Department of Obstetrics and Gynecology (K.B.), NYC Health + Hospitals/Jacobi, Albert Einstein College of Medicine, New York, NY; and KidSIM Simulation Program (V.G.), Alberta Children's Hospital, Departments of Pediatrics and Emergency Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada – sequence: 2 givenname: Walter surname: Eppich fullname: Eppich, Walter – sequence: 3 givenname: Michaela surname: Kolbe fullname: Kolbe, Michaela – sequence: 4 givenname: Michael surname: Meguerdichian fullname: Meguerdichian, Michael – sequence: 5 givenname: Komal surname: Bajaj fullname: Bajaj, Komal – sequence: 6 givenname: Vincent surname: Grant fullname: Grant, Vincent |
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| Title | A Conceptual Framework for the Development of Debriefing Skills: A Journey of Discovery, Growth, and Maturity |
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