A Conceptual Framework for the Development of Debriefing Skills: A Journey of Discovery, Growth, and Maturity

Adam Cheng*, Walter Eppich, Michaela Kolbe, Michael Meguerdichian, Komal Bajaj, Vincent Grant

*Corresponding author for this work

Research output: Contribution to journalReview article

1 Scopus citations

Abstract

Summary Statement 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.

Original languageEnglish (US)
Pages (from-to)55-60
Number of pages6
JournalSimulation in Healthcare
Volume15
Issue number1
DOIs
StatePublished - Feb 1 2020

Keywords

  • Conceptual framework
  • Debriefing
  • Expertise
  • Faculty development

ASJC Scopus subject areas

  • Epidemiology
  • Medicine (miscellaneous)
  • Education
  • Modeling and Simulation

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