Debriefing Medical Teams: 12 Evidence-Based Best Practices and Tips

Salas, Eduardo; Klein, Cameron; King, Heidi B.; Salisbury, Mary; Augenstein, Jeffrey S.; Birnbach, David J.; Robinson, Donald W.; Upshaw, Christin

doi:10.1016/s1553-7250(08)34066-5

Cited by 191 publications

(166 citation statements)

References 13 publications

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“…Teams participated in briefing and debriefing sessions with trained facilitators using Debriefing with Good Judgment model. [13,14] The briefing sessions focused on identifying team roles and dividing up tasks for the SP session, while the debriefing sessions included the processing of emotions related to their SP experience and team performance. The questions used by the facilitators related to the four TeamSTEPPs concepts.…”

Section: Methodsmentioning

confidence: 99%

Simulation enhanced interprofessional education with nurse practitioner and medical students for patients with bipolar disorder: Facilitators and barriers in teamwork

Scrandis

Bussell

2015

JNEP

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The purpose of this qualitative study was to identify the facilitators and barriers in the process of learning teamwork and communication skills using a pilot simulation enhanced interprofessional education (Sim-IPE) project based on a case study of an individual living with bipolar disorder. Five student teams each composed of one nurse practitioner student and one medical student participated in two standardized patient sessions that included briefs and debriefs with trained facilitators. Teams also participated in two online sessions for planning purposes. Two researchers analyzed the digital recorded briefs and debriefs using content analysis. The results identified six themes: acknowledging, mutual support, communication, flexibility, team planning, and patient centered goals. Acknowledging one's own strengths and weaknesses early in the team development enabled trust building resulting in more effective planning and a highly functioning team. This Sim-IPE project can serve as a model for teaching teamwork for other disciplines and clinicians in psychiatric care. It is recommended that integrating this type of longitudinal Sim-IPE sessions into curricula of all health professions education can improve successful learning of teamwork in psychiatric care.

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Section: Methodsmentioning

confidence: 99%

Simulation enhanced interprofessional education with nurse practitioner and medical students for patients with bipolar disorder: Facilitators and barriers in teamwork

Scrandis

Bussell

2015

JNEP

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“…Fellows should have an understanding of key scenario design factors (e.g., maintenance of fidelity, clear goals and objectives, using visual aids and multiple instructional strategies, standardizing delivery, and providing opportunities for individual and team assessment) and be able to demonstrate how to successfully debrief simulation sessions. [69][70][71] Delivering Effective Feedback. Feedback is crucial to medical education and can be defined as an objective appraisal of performance that aims to improve future performance.…”

Section: Teaching Procedural Skillsmentioning

confidence: 99%

A Suggested Core Content for Education Scholarship Fellowships in Emergency Medicine

Yarris

Coates

Lin

et al. 2012

Academic Emergency Medicine

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A working group at the 2012 Academic Emergency Medicine consensus conference on education research in emergency medicine (EM) convened to develop a curriculum for dedicated postgraduate fellowships in EM education scholarship. This fellowship is intended to create future education scholars, equipped with the skills to thrive in academic careers. This proceedings article reports on the consensus of a breakout session subgroup tasked with defining a common core content for education scholarship fellowships. The authors propose that the core content of an EM education scholarship fellowship can be categorized in four distinct areas: career development, theories of learning and teaching methods, education research methods, and educational program administration. This core content can be incorporated into curricula for education scholarship fellowships in EM or other fields and can also be adapted for use in general medical education fellowships.

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“…4,5 Accordingly, the authors identified debriefing as a valuable skill. Feedback needs to be both useful and delivered in a manner that minimizes personal threat.…”

Section: 2mentioning

confidence: 99%