Coaching the Debriefer

Adam Cheng*, Vincent Grant, James Huffman, Gavin Burgess, Demian Szyld, Traci Robinson, Walter J Eppich

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

27 Scopus citations

Abstract

Summary Statement Formal faculty development programs for simulation educators are costly and time-consuming. Peer coaching integrated into the teaching flow can enhance an educator's debriefing skills. We provide a practical guide for the who, what, when, where, why, and how of peer coaching for debriefing in simulation-based education. Peer coaching offers advantages such as psychological safety and team building, and it can benefit both the educator who is receiving feedback and the coach who is providing it. A feedback form for effective peer coaching includes the following: (1) psychological safety, (2) framework, (3) method/strategy, (4) content, (5) learner centeredness, (6) co-facilitation, (7) time management, (8) difficult situations, (9) debriefing adjuncts, and (10) individual style and experience. Institutional backing of peer coaching programs can facilitate implementation and sustainability. Program leaders should communicate the need and benefits, establish program goals, and provide assessment tools, training, structure, and evaluation to optimize chances of success.

Original languageEnglish (US)
Pages (from-to)319-325
Number of pages7
JournalSimulation in Healthcare
Volume12
Issue number5
DOIs
StatePublished - Oct 1 2017

Keywords

  • education
  • faculty development
  • feedback
  • Key Words Debriefing
  • peer coaching
  • simulation

ASJC Scopus subject areas

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

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