Faculty development for simulation programs: Five issues for the future of debriefing training

Adam Cheng*, Vincent Grant, Peter Dieckmann, Sonal Arora, Traci Robinson, Walter Eppich

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

64 Scopus citations

Abstract

Summary Statement Debriefing is widely recognized as a critically important element of simulation-based education. Simulation educators obtain and/or seek debriefing training from various sources, including workshops at conferences, simulation educator courses, formal fellowships in debriefings, or through advanced degrees. Although there are many options available for debriefing training, little is known about how faculty development opportunities should be structured to maintain and enhance the quality of debriefing within simulation programs. In this article, we discuss 5 key issues to help shape the future of debriefing training for simulation educators, specifically the following: (1) Are we teaching the appropriate debriefing methods? (2) Are we using the appropriate methods to teach debriefing skills? (3) How can we best assess debriefing effectiveness? (4) How can peer feedback of debriefing be used to improve debriefing quality within programs? (5) How can we individualize debriefing training opportunities to the learning needs of our educators?

Original languageEnglish (US)
Pages (from-to)217-222
Number of pages6
JournalSimulation in Healthcare
Volume10
Issue number4
DOIs
StatePublished - Aug 18 2015

Keywords

  • Debriefing
  • Education
  • Faculty Development
  • Simulation
  • Training

ASJC Scopus subject areas

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

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