Debriefing After Simulation

Abstract

Debriefing describes a process to elicit information pertaining to an experienced event from the event’s participants in order to gain a better understanding of it. Debriefing is widely used in many fields as both an educational tool to augment learning and a potentially therapeutic tool after traumatic events. Debriefing works best when a structured, but flexible, approach is used to facilitate the debriefing session.

Novice learners in simulation will often benefit from a skilled debriefer or “facilitator” who can guide the learner through the debriefing process. These facilitators often function more as a coach than a traditional teacher, a subtle but important distinction. Experts in debriefing report that blended approaches to debriefing are more successful than rigid, structured programs. The ability to maintain a fluid environment during the debriefing session to keep a learner’s needs and goals at the forefront is paramount. In some scenarios, a “reflective pause” can be utilized to initiate debriefing and feedback in the midst of a scenario or task. This feedback on the fly can often capture and take advantage of the learner’s internal monologue to break down decision-making or ongoing self-evaluation which may reveal subtle learning points that would otherwise be missed in traditional end of scenario debriefing.

The ultimate goal of medical simulation is to positively impact patient outcomes. There is mounting evidence to suggest that if surgical educators use a structured debriefing approach and coaching models, trainees will perform better than in a traditional teaching model. Overall, the importance of debriefing in simulation and medical education cannot be overstated.