Teachable Moments or Missed Opportunities? Applying Lessons Learned from Healthcare Simulation to Real-World Clinical Debriefing

Date:  Sunday 6 September 2020
Time:  1330-1630
Location:  Alsh 2, SEC Loch Suite
 
Facilitators:

  • Ross Scalese, University of Miami Gordon Center, USA
  • Sev Perelman, Mt. Sinai Hospital, University of Toronto, Canada
 

ABSTRACT:
 
Summary of theme and why it is important:  Experiential learning theory underpins the way we learn, not only in controlled educational environments such as simulation-based training, but also in real-world clinical settings. Feedback, especially with guided reflection, is an essential element in experiential learning and also plays a crucial role in the acquisition and maintenance of expert performance through deliberate practice. Accordingly, debriefing constitutes a critical component of simulation-based education, and the role of debriefing facilitator is recognized as one of the most challenging for simulation educators. Debriefings occur after nearly every simulation training event, and the simulation literature, conference proceedings, and faculty development efforts devote much attention to this important topic. Surprisingly, however, debriefings in clinical settings occur far less commonly, with very few studies reported outside certain (critical care/emergency medicine) specialties. Educators cite lack of time, appropriate (safe psychological and physical) space, and training for facilitators as barriers to debriefing in clinical contexts. This workshop aims to equip clinical educators with tools and strategies to create a culture that promotes routine debriefing practice to enhance learning and performance in the clinical environment.
What participants will gain:  At the conclusion of this workshop, participants will be able to: 1) Distinguish debriefing from feedback, and describe its essential role in experiential learning and deliberate practice, both in simulated and real-world clinical settings; 2) List barriers to debriefing in day-to-day clinical practice and discuss strategies to mitigate these challenges; and 3) Choose and implement appropriate debriefing frameworks and techniques to promote learning in various healthcare education contexts.
Who should participate:  Clinical teachers at all educational levels
Level of workshop:  Introductory

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