Peer Coaching

Learning Objectives

1. Describe the elements of debriefing performance which can be explored when providing feedback on the quality of debriefing sessions.
2. Apply a faculty development tool designed to help with peer coaching and feedback.
3. Describe and implement a strategy for effective faculty development in a simulation program

Course Overview

Many simulation educators lack longitudinal opportunities to maintain and enhance their debriefing skills. In this workshop, we describe a framework for peer coaching as a strategy to improve debriefing skills. Attendees will have the opportunity to utilize a peer coaching debriefing checklist designed to facilitate effective feedback on debriefing performance.

With increasing demand for simulation there is a need for supporting faculty development in the critical area of simulation debriefing. Despite the recognized importance and widespread use of debriefing as part of simulation-based education, few programs offer structured feedback on debriefing performance for their simulation educators. As a result, debriefing skills remain stagnant, and simulation educators are at risk of perpetuating ineffective debriefing practices over time. Our programs have developed and implemented a framework for peer coaching; a faculty development strategy designed to promote feedback for simulation educators in a structured manner with the goal of enhancing debriefing skills.

In this workshop, participants will be introduced to a novel framework which provides guidance on how to provide peer feedback to improve debriefing skills. Following this, participants will use a faculty development tool to help implement the new framework. After watching several trigger videos, participants will engage in role-play exercises with our faculty to practice giving feedback to a colleague on a debriefing they just observed. Participants will be instructed to focus on commonly identified issues in debriefing, including: debriefing structure, content, flow, transitions, learner-centeredness, and closing performance gaps. Following each exercise, participants will receive feedback.

This session will provide a road map for participants to develop a similar opportunities for faculty development within their own simulation programs. We believe this workshop will directly address the challenge of providing timely facilitator feedback, which can ultimately be improved through theoretical understanding of experiential learning, debriefing elements, and deliberate practice.

Adam Cheng

Adam Cheng

Director, Research and Development at the KidSIM-ASPIRE Simulation Research Program, University of Calgary
Adam Cheng is a Pediatric Emergency Doctor at Alberta Children’s Hospital in Calgary, Canada. As a clinician scientist in the Alberta Children’s Hospital Research Institute, Adam conducts research focusing on cardiac arrest, CPR quality and debriefing. He helped to co-found the Debrief2Learn website.
Adam Cheng
Demian Szyld

Demian Szyld

Dr. Szyld is the Senior Director of the Institute for Medical Simulation and an Emergency Physician at the Brigham and Women’s Hospital. He trained in Emergency Medicine at the University of Pennsylvania and was the first Simulation and Education Fellow at the STRATUS Simulation Center. During that time he completed a Masters in Education at the Harvard Graduate School of Education. From 2011 to 2016 he was the Medical Director of NYSIM, the simulation center of the NYU School of Medicine and the City University of New York where he established a successful Fellowship. Dr. Szyld (pronounced “shield”) is actively involved in the Society for Simulation in Healthcare and currently serves on the Board of Directors. Demian grew up in Buenos Aires, Argentina and is fluent in Spanish and English.
Demian Szyld
Demian Szyld

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Walter Eppich

Walter Eppich

Director, Faculty Development at the Department of Medical Education, Northwestern University Feinberg School of Medicine
Walter Eppich practices pediatric emergency medicine at the Ann & Robert H. Lurie Children’s Hospital of Chicago. He teaches about simulation, faculty development, and debriefing around the world. A candidate for a PhD in Medical Education at Maastricht University in the Netherlands, Walter studies the role of talk as a medium of learning for individuals and teams. He is a co-founder of Debrief2Learn.
Walter Eppich
Walter Eppich

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