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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Published in:Simulation in healthcare : journal of the Society for Medical Simulation Vol. 15; no. 1; p. 55
Main Authors: Cheng, Adam, Eppich, Walter, Kolbe, Michaela, Meguerdichian, Michael, Bajaj, Komal, Grant, Vincent
Format: Journal Article
Language:English
Published: United States 01.02.2020
Subjects:
Clinical Competence
Faculty - education
Formative Feedback
Humans
Knowledge
Models, Psychological
Simulation Training - organization & administration
Staff Development - organization & administration
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.
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
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  givenname: Komal
  surname: Bajaj
  fullname: Bajaj, Komal
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  givenname: Vincent
  surname: Grant
  fullname: Grant, Vincent
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SubjectTerms Clinical Competence
Faculty - education
Formative Feedback
Humans
Knowledge
Models, Psychological
Simulation Training - organization & administration
Staff Development - organization & administration
Title A Conceptual Framework for the Development of Debriefing Skills: A Journey of Discovery, Growth, and Maturity
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