Difficult debriefing situations: A toolbox for simulation educators

V. J. Grant*, T. Robinson, H. Catena, W. Eppich, A. Cheng

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

Background: Simulation-based education (SBE) has emerged as an essential modality for health professions education. One of the central tenants of effective SBE is reflective practice, typically guided by a facilitated debriefing. The debriefing conversation has the possibility of becoming a difficult conversation based on learner and situation-related factors. Difficult debriefing situations may threaten the learning environment, thus requiring an appreciation and understanding of the various ways that learners may react adversely to simulation and debriefing. Aim: This article provides a review of the various phenotypes of difficult debriefing situations and a toolbox of proactive and reactive strategies to help guide the simulation educator to manage these situations, with the ultimate goal of achieving learning objectives.

Original languageEnglish (US)
Pages (from-to)703-712
Number of pages10
JournalMedical Teacher
Volume40
Issue number7
DOIs
StatePublished - Jul 3 2018

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Difficult debriefing situations: A toolbox for simulation educators'. Together they form a unique fingerprint.

Cite this