TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
Co-debriefing workshop
1. Co-Debriefing for Simulation-based Education:
Strategies for Success
Adam Cheng1,2, Traci Robinson1, Helen Catena1, Wendy
Bissett1, James Huffman1, Jon Duff3, Walter Eppich4, Jenny
Rudolph5, Janice Palaganas5, Kate Morse6, Jose Maestre
Alonso7
1KidSim Simulation Program, University of Calgary
Alberta Children’s Hospital
2The Royal College of Physicians and Surgeons
of Canada
3Stollery Children’s Hospital
4Northwestern University Feinberg School of Medicine,
Ann & Robert H. Lurie Children’s Hospital of Chicago
5Center for Medical Simulation, Harvard University
6Drexel University
7Hospital Virtual Valdecilla
2. Objectives
• Describe common challenges
associated with co-debriefing
• Identify, practice and apply
proactive and reactive
strategies for effective co-
debriefing
4. Debriefing
• Feedback and debriefing
an essential component of
simulation-based
education1,2
• What about co-debriefing?
– No studies3
– No described methodology
1Issenberg et al. 2005
2McGaghie et al. 2010
3Cheng et al. 2014
6. Co-Debriefing
• Defined as a debriefing
that is co-facilitated by 2
or more educators
• Educators: may be from
the same or different
profession / discipline
Goal: Educators work together to manage
the flow and content of discussion in an
integrated and fluid fashion to promote
effective learning
7. Benefits of Co-facilitation
• Larger pool of expertise
• Diverse viewpoints
• Cross monitoring
• Complementary styles
• Mutual support for
challenging situations
• Faculty development
• Model effective teamwork
Cheng A, Palaganas J, Rudolph J, Eppich W, Robinson T, Grant V. Co-debriefing for Simulation-
based Education – A Primer for Facilitators. Simulation in Healthcare, In Press
8. Case
• Septic Shock : 5 year old with fever
• Learning Objectives
– Demonstrate effective management of septic shock
– Demonstrate effective team dynamics
Debriefing
• 2 nurses, respiratory therapist, attending ER physician,
resident doctor
• 1 MD facilitator, 1 nurse facilitator
10. Common Challenges
• Lack of knowledge of learning objectives (and how they
relate to various professions)
• Facilitators have different personal agendas
• Facilitator expertise is not optimally used
• Interruptions / hijacking train of thought
• One facilitator dominates discussion
• One facilitator speaks directly/only to learners from one
profession
• Open disagreement between facilitators
Cheng et al, Simul Healthc
In Press
14. How do new
approaches to
co-debriefing
fit within
PEARLS?
Eppich et al, Simul Healthc
In Press
REACTIONS
DESCRIPTION
SUMMARY
Provide Information
(Directive Feedback and Teaching)
Discussion and
Teaching
May shorten if learners
appear to have a shared
understanding of case
Reactions
Phase
Eppich & Cheng
Were All Learning Objectives Covered?
YES
Application / Summary
Educator GuidedLearner Guided
NO
L
ANALYSIS
1. How much time do you have?
ASK: 2. Is the rationale evident?
3. What is the content area?
Shorter Time
+ Rationale
Content: Technical/
Cognitive
Select Learning Objective
Less Time; Poor Learner Insight
Educator Guided: Teaching
More Time; Good Learner Insight
Learner Guided: Discussion
RevisitLearningObjectives
Description
Phase
Select Strategy
Learner
Self-Assessment
Focused Facilitation
(e.g. Advocacy-Inquiry,
Guided Team Self-Correction)
Learner Generates
Objectives
(+/D)
Analyze
Performance related
to Objective
Less Time
+/- Rationale
Content: Undefined
More Time
- Rationale
Content: Cognitive/
Behavioral
Learners may reveal key
areas that are important
to them
15. Facilitator A
Facilitator A
Follow the
Leader
Facilitator A or B
REACTIONS
DESCRIPTION
SUMMARY
Provide Information
(Directive Feedback and Teaching)
Discussion and
Teaching
May shorten if learners
appear to have a shared
understanding of case
Reactions
Phase
Eppich & Cheng
Were All Learning Objectives Covered?
YES
Application / Summary
Educator GuidedLearner Guided
NO
L
ANALYSIS
1. How much time do you have?
ASK: 2. Is the rationale evident?
3. What is the content area?
Shorter Time
+ Rationale
Content: Technical/
Cognitive
Select Learning Objective
Less Time; Poor Learner Insight
Educator Guided: Teaching
More Time; Good Learner Insight
Learner Guided: Discussion
RevisitLearningObjectives
Description
Phase
Select Strategy
Learner
Self-Assessment
Focused Facilitation
(e.g. Advocacy-Inquiry,
Guided Team Self-Correction)
Learner Generates
Objectives
(+/D)
Analyze
Performance related
to Objective
Less Time
+/- Rationale
Content: Undefined
More Time
- Rationale
Content: Cognitive/
Behavioral
Learners may reveal key
areas that are important
to them
Divide and
Conquer
Ping Pong
18. Pre-
Debriefing
Debriefing
Post-
Debriefing
• Post-Debriefing
Huddle
• Facilitator pre-
briefin
g
• Se ng the stage
for the learners
• Post-simula on
touch-point
• Non-verbal
communica on
• Listen, observe, reflect
• Open nego a on
• Previewing
• Open nego a on
• Pulse check
• Post-Debriefing
Huddle
Proac ve
Strategies
Reac ve
Strategies
Cheng et al, Simul Healthc
In Press
21. Proactive Strategies
Post-Sim Touchpoint
• Run scenario in “steady
state” for last 1-2 minutes
• Discuss observations
Setting the Stage for Learners
• Role of multiple facilitators,
background, expertise
22. Pre-
Debriefing
Debriefing
Post-
Debriefing
• Post-Debriefing
Huddle
• Facilitator pre-
briefin
g
• Se ng the stage
for the learners
• Post-simula on
touch-point
• Non-verbal
communica on
• Listen, observe, reflect
• Open nego a on
• Previewing
• Open nego a on
• Pulse check
• Post-Debriefing
Huddle
Proac ve
Strategies
Reac ve
Strategies
24. Proactive Strategies
Listen, Observe, Reflect
• Listen to discussion, observe
body language, reflect on
optimal time to engage
• Ask:
– “Will I be interrupting a line of
questioning if I speak now?”
– “Has the current topic of discussion
been brought to a close?
– “Will my contribution help to address
the issue at hand?”
25. Proactive Strategies
Open Negotiation
• Promotes transparent
communication between
facilitators
• A. Share train of thought
• B. Share reasoning
• C. Inquire about alternate
course of action
26. Case
• Infant with increased intracranial pressure
• Requiring intubation and management of ICP
Exercise
• Conduct a facilitator pre-briefing
• Select a co-debriefing approach
• Conduct a debriefing with your co-facilitator and utilize proactive
strategies
Applying Proactive Strategies
Small Group Exercise – 15 minutes
29. Reactive Strategies
Pulse Check
• Clarify understanding with
“neglected” learner group
– “I am wondering if I can take a
moment to clarify….”
• Check in with learners when one
facilitator is dominating
– “I wondering if we can press the
pause button for a moment to see
how this is resonating with the
learners…”
30. Case
• Adult with cardiac arrest
• Learners fail to detect pulselessness
Debriefing
• 2 facilitators: lead facilitator (ER doctor), associate facilitator (ICU
doctor)
• Learners: pediatric resident, inpatient nurse
Applying Reactive Strategies
31. • You will play the role of the associate / co-facilitator (ICU doctor)
• Apply open negotiation and/or pulse check to manage conflict with
your co-facilitator
Exercise
Small Group Exercise – 15 minutes
32. Pre-
Debriefing
Debriefing
Post-
Debriefing
• Post-Debriefing
Huddle
• Facilitator pre-
briefin
g
• Se ng the stage
for the learners
• Post-simula on
touch-point
• Non-verbal
communica on
• Listen, observe, reflect
• Open nego a on
• Previewing
• Open nego a on
• Pulse check
• Post-Debriefing
Huddle
Proac ve
Strategies
Reac ve
Strategies
35. Take Home Messages
• Codebriefing is often
accompanied by
challenges
• Proactive and reactive
strategies can help
facilitators overcome
these common
challenges
36. Acknowledgements
• Vincent Grant, James Huffman,
Jon Duff, Wendy Bissett, Helen
Catena, Traci Robinson, Ping
Chen, James Leung, Jennifer
Davidson, Kevin Murray (KidSim
Team)
• Elaine Sigalet (Sidra)
on
Notes de l'éditeur
Types of interruptions
Interrupt during reactions phase
While exploring/identifying frames
Interrupt to close performance gaps (after the first debriefer has identified frames)
Closing the gap twice (being repetitive)
Sidebar discussions
When one debriefer is being really mean – what does the other one do?
Done in front of the whole group
2 learners do a debriefing
We debrief them