Synopsis
In the context of high-fidelity clinical simulation, debriefing is a recognized pedagogical tool for the acquisition of clinical judgment and the transfer of knowledge. The debriefer must facilitate the development of critical thinking and clinical judgment in the learner, so that he or she can improve future clinical performance.
To do this, the debriefer must HELP learners to understand, analyze and summarize what has been experienced during the simulation… in short, he or she must help them to think.
To carry out a debriefing in an optimal and efficient manner, the debriefer must :
- Establishing a climate conducive to learning
- Maintain a safe learning environment
- Conducting a debriefing in a structured manner
- Engaging in exchange
- Identify performance gaps and analyze the reasons for them
- Help participants achieve or maintain a high level of future performance
The “Advanced Debriefing” training course enables participants who have already experienced HFCS to update their debriefing facilitation skills and answer questions raised by their HFCS experience. (including more complex debriefings). The training also aims to guide people towards best practices in HFCS, as well as enabling them to share their experience. The training is based more on applied exercises than on a review of theoretical concepts.
Training objectives for the participant
- Identify the key elements to be addressed in the debriefing using video extracts from the “simulation” part carried out by learners;
- Refine the wording of questions to stimulate and maintain reflective thinking in learners during debriefing;
- Acquire the skills needed to effectively manage a difficult debriefing;
- Analyze video footage of debriefings by identifying best practices or deviations from these practices;
- Use sequences from a selected simulation to review an extract during debriefing.
Activity sequence
- Expression of participants’ needs ;
- A brief reminder of the steps and principles to be observed during a debriefing;
- Theoretical capsules followed by video clips on :
- Identification of the essential elements experienced by the learners during the simulation, to be submitted to the group by the facilitator during the debriefing;
- The selection of video sequences to be viewed by the group at the debriefing to highlight team achievements;
- Analysis and evaluation of a debriefing, identifying best practices or deviations from them.
- Exercise in formulating questions or feedback to validate reasoning and stimulate reflective thinking in the learner. Examples submitted in the form of case vignettes or video excerpts;
- Introduction to strategies for dealing with negative learner reactions or difficult debriefings;
- Discussion of examples submitted by participants and question period;
- Activity summary.
Learning assessment methods
At the end of the day, participants will take part in a short assessment consisting of multiple-choice and/or short-answer questions. Attendance at the activity, successful completion of the learning assessment and submission of a satisfaction questionnaire lead to recognition of seven hours of continuing education and the award of a SOFEDUC-accredited training certificate.
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