Cognitive Load Theory for debriefing simulations: implications for faculty development

Fraser, Kristin; Meguerdichian, Michael; Haws, Jolene; Grant, Vincent; Bajaj, Komal; Cheng, Adam

doi:10.1186/s41077-018-0086-1

Cited by 68 publications

(46 citation statements)

References 54 publications

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“…As described by Kate Symondson (2014), the facilitator possesses many roles in CRP: to relieve the performers if they are highly emotionally affected, to act as the bad guy if the respondents are too polite, though also to prevent the focus on the negative aspects that accompany free discussion. To be a facilitator can be an exhausting role if all the responsibility for preparation, briefing, facilitating the scenario, and for the learning progress in debriefing, lies on his shoulders (Fraser et al, 2018). However, the facilitator noted the feeling of relief when he used the CRP structure; it was easier to hold on to the structure, a relief through a shared responsibility for raising questions and providing feedback, and that the CRP structure forced everyone to participate.…”

Section: Discussionmentioning

confidence: 99%

Exploration of Two Different Structures for Debriefing in Simulation: The Influence of the Structure on the Facilitator Role

Tosterud

Kjølberg

Kongshaug

et al. 2020

Simulation & Gaming

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Background. In the use of simulation as a learning approach, a structured debriefing is important for students to achieve learning. The facilitator's feedback style and abilities in facilitating are crucial, and have a great impact on the learning environment. The facilitators should facilitate for student active learning, and provide helpful feedback to empower students as self-regulated learners. The aim of the study was to explore the Steinwachs structure and the Critical Response Process structure when used in debriefing in medical simulation, and how each of them affected the facilitator's role. Method.A multi-method, comparative quasi-experimental design was used.Results. Structuring debriefing in accordance with the Critical Response Process facilitated a facilitator role that coincided with factors highlighted in theory on how to facilitate student active learning and the development self-regulating learners. Structuring debriefing in accordance with the Steinwachs structure revealed that debriefing seemed to be based more on the facilitator's frames and dominance than the students' frames and involvement.Conclusion. The results of this study showed that Critical Response Process (CRP) can be an appropriate structure to use in debriefing in medical simulation.

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Section: Discussionmentioning

confidence: 99%

Exploration of Two Different Structures for Debriefing in Simulation: The Influence of the Structure on the Facilitator Role

Tosterud

Kjølberg

Kongshaug

et al. 2020

Simulation & Gaming

View full text Add to dashboard Cite

show abstract

“…In a recent publication, Fraser et al discussed the multiple competing priorities for the debriefer attention that can contribute to a high cognitive load [35]. According to Cognitive Load Theory [36], these potential cognitive loads could adversely affect debriefer performance and consequently participants’ outcomes.…”

Section: Discussionmentioning

confidence: 99%

The “Timeline Debriefing Tool”: a tool for structuring the debriefing description phase

Sécheresse

2019

Adv Simul

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Several recent literature reviews have been published with the aim to determine how to optimise a debriefing. A main element found in these reviews was the importance of structuring the debriefing. Within the steps usually outlined in the debriefing, the description phase allows participants to describe their recollections and establish a shared mental model of what happened during the simulation. The description phase is used in many debriefing models but how to realise this description remains unclear. We provide an original tool to ensure a highly structured description phase: the “Timeline Debriefing Tool”.The Timeline Debriefing Tool, or TDT, is constructed on visual support such as a whiteboard or a flipchart. It allows for a clear description phase, makes the process more dynamic, promotes exchanges between participants and establishes a clear and shared vision of the simulation in visual support which can be used by the instructor in the analysis phase. Moreover, the timeline allows participants to discover their performance gaps by themselves, thus beginning deeper cognitive processing in the participants’ mind and promoting reflection in the analysis phase.

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“…Educators must also manage their attention and limit distractions. Mental workload refers to the information processing capacity required to complete a task or satisfy performance expectations [59]. When an educator's mental workload exceeds cognitive capacity, debriefing quality and learning outcomes suffer [60].…”

Section: Barriers To Educator Presence In Virtual Debriefingsmentioning

confidence: 99%

A practical guide to virtual debriefings: communities of inquiry perspective

et al. 2020

Self Cite

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Many simulation programs have recently shifted towards providing remote simulations with virtual debriefings. Virtual debriefings involve educators facilitating conversations through web-based videoconferencing platforms. Facilitating debriefings through a computer interface introduces a unique set of challenges. Educators require practical guidance to support meaningful virtual learning in the transition from in-person to virtual debriefings. The communities of inquiry conceptual framework offer a useful structure to organize practical guidance for conducting virtual debriefings. The communities of inquiry framework describe the three key elements-social presence, teaching presence, and cognitive presence-all of which contribute to the overall learning experience. In this paper, we (1) define the CoI framework and describe its three core elements, (2) highlight how virtual debriefings align with CoI, (3) anticipate barriers to effective virtual debriefings, and (4) share practical strategies to overcome these hurdles.

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Cognitive Load Theory for debriefing simulations: implications for faculty development

Cited by 68 publications

References 54 publications

Exploration of Two Different Structures for Debriefing in Simulation: The Influence of the Structure on the Facilitator Role

Exploration of Two Different Structures for Debriefing in Simulation: The Influence of the Structure on the Facilitator Role

The “Timeline Debriefing Tool”: a tool for structuring the debriefing description phase

A practical guide to virtual debriefings: communities of inquiry perspective

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