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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Bibliographic Details
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
Online Access:Get more information
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Summary: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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ISSN:1559-713X
1559-713X
DOI:10.1097/SIH.0000000000000398