BackgroundDespite debriefing being found to be the most important element in providing effective learning in simulation-based medical education reviews, there are only a few examples in the literature to help guide a debriefer. The diamond debriefing method is based on the technique of description, analysis and application, along with aspects of the advocacy-inquiry approach and of debriefing with good judgement. It is specifically designed to allow an exploration of the non-technical aspects of a simulated scenario.ContextThe debrief diamond, a structured visual reminder of the debrief process, was developed through teaching simulation debriefing to hundreds of faculty members over several years. The diamond shape visually represents the idealised process of a debrief: opening out a facilitated discussion about the scenario, before bringing the learning back into sharp focus with specific learning points.Debriefing is the most important element in providing effective learning in simulation-based medical education reviewsInnovationThe Diamond is a two-sided prompt sheet: the first contains the scaffolding, with a series of specifically constructed questions for each phase of the debrief; the second lays out the theory behind the questions and the process.ImplicationThe Diamond encourages a standardised approach to high-quality debriefing on non-technical skills. Feedback from learners and from debriefing faculty members has indicated that the Diamond is useful and valuable as a debriefing tool, benefiting both participants and faculty members. It can be used by junior and senior faculty members debriefing in pairs, allowing the junior faculty member to conduct the description phase, while the more experienced faculty member leads the later and more challenging phases. The Diamond gives an easy but pedagogically sound structure to follow and specific prompts to use in the moment.

In this paper, we describe the potential of simulation to improve hospital responses to the COVID-19 crisis. We provide tools which can be used to analyse the current needs of the situation, explain how simulation can help to improve responses to the crisis, what the key issues are with integrating simulation into organisations, and what to focus on when conducting simulations. We provide an overview of helpful resources and a collection of scenarios and support for centre-based and in situ simulations.

What's known on the subject? and What does the study add? A competent urologist should not only have effective technical skills, but also other attributes that would make him/her a complete surgeon. These include team‐working, communication and decision‐making skills. Although evidence for effectiveness of simulation exists for individual simulators, there is a paucity of evidence for utility and effectiveness of these simulators in training programmes that aims to combine technical and non‐technical skills training. This article explains the process of development and validation of a centrally coordinated simulation program (Participants – South‐East Region Specialist Registrars) under the umbrella of the British Association for Urological Surgeons (BAUS) and the London Deanery. This program incorporated training of both technical (synthetic, animal and virtual reality models) and non‐technical skills (simulated operating theatres). Objectives To establish the feasibility and acceptability of a centralized, simulation‐based training‐programme. Simulation is increasingly establishing its role in urological training, with two areas that are relevant to urologists: (i) technical skills and (ii) non‐technical skills. Materials and Methods For this London Deanery supported pilot Simulation and Technology enhanced Learning Initiative (STeLI) project, we developed a structured multimodal simulation training programme. The programme incorporated: (i) technical skills training using virtual‐reality simulators (Uro‐mentor and Perc‐mentor [Symbionix, Cleveland, OH, USA], Procedicus MIST‐Nephrectomy [Mentice, Gothenburg, Sweden] and SEP Robotic simulator [Sim Surgery, Oslo, Norway]); bench‐top models (synthetic models for cystocopy, transurethral resection of the prostate, transurethral resection of bladder tumour, ureteroscopy); and a European (Aalborg, Denmark) wet‐lab training facility; as well as (ii) non‐technical skills/crisis resource management (CRM), using SimMan (Laerdal Medical Ltd, Orpington, UK) to teach team‐working, decision‐making and communication skills. The feasibility, acceptability and construct validity of these training modules were assessed using validated questionnaires, as well as global and procedure/task‐specific rating scales. Results In total 33, three specialist registrars of different grades and five urological nurses participated in the present study. Construct‐validity between junior and senior trainees was significant. Of the participants, 90% rated the training models as being realistic and easy to use. In total 95% of the participants recommended the use of simulation during surgical training, 95% approved the format of the teaching by the faculty and 90% rated the sessions as well organized. A significant number of trainees (60%) would like to have easy access to a simulation facility to allow more practice and enhancement of their skills. Conclusions A centralized simulation programme that provides training in both technical and non‐technical skills is feasible. It is expected...

This paper describes the evaluation of a two-day simulation training programme for staff designed to improve inpatient care and compassion in an older persons' unit. ObjectiveThe programme was designed to improve inpatient care for older people by using mixedmodality simulation exercises to enhance empathetic and compassionate care. MethodsHealthcare professionals took part in a) a one-day human patient simulation course with six scenarios and b) a one-day ward-based simulation course involving five one-hour exercises with integrated debriefing. A mixed-methods evaluation included observations of the programme, confidence rating scales and follow-up interviews with staff at 7-9 weeks post-training. ResultsObservations showed enjoyment of course but some anxiety and apprehension about the simulation environment. Staff self-confidence improved after human-patient simulation (t= 9; df = 56; p<.001) and ward based exercises (t= 9.3; df= 76; p<.001). Thematic analysis of interview data showed learning in teamwork and patient care. Participants thought that simulation had been beneficial for team practices such as calling for help and verbalising concerns and for improved interaction with patients.Areas to address in future include widening participation across multi-disciplinary teams, enhancing post-training support and exploring further which aspects of the programme enhance compassion and care of older persons.Published in BMJ Quality and Safety, 22, 6, 495-505 Ross, Anderson, Kodate et al. (2013) 3 ConclusionThe study demonstrated that simulation is an effective method for encouraging dignified careand compassion for older persons by teaching non-technical skills which focus on team skills and empathetic and sensitive communication with patients and relatives.