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
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.