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Getting the Most Out of Simulation: Debriefing with Good Judgment
Grand Rounds
September 21, 2011
Our Learning Objectives
• Explain the role of the Debrief when using simulation as a teaching strategy.
• Differentiate among 3 debriefing styles• Debrief using the Advocacy/Inquiry technique• Demonstrate the use of Debriefing with Good
Judgment to stimulate self‐refection and enhance learning
Debrief: A Conversation after Simulation
Simulation
• Technical Skills
• Emergency Drills
• Role Playing Interviews
• Team‐based scenarios
Debrief
Immediate feedback/coaching
Checklist, apply protocols
Self‐Assessment, comment
Interactive group discussion,
teaching riffs and take‐home
messages
Debrief: Aims
• Stimulate self‐reflection
• Share ideas, raise awareness of alternative approaches
• Teach specific skills: procedural, cognitive, communication, collaboration
• Behaviour change
Debriefing Begins with the “Pre‐Brief”
• Welcome learners
• Introductions, clarification of roles• State the “Basic Assumption”
• Orientation to the simulator, acknowledge the “fiction contract”
• Orientation to the simulation session/ clarify learning objectives and expectations
• Set the scene: who, what, where, when, why?
Debrief: Basic Structure• Phase One: Reaction
– Get initial reactions• Phase Two: Understanding/Reflection
– Stimulate reflection on behaviour/performance• What was working and what did not?
• Phase Three: Summary – Do a “Teaching Riff”– Review take‐home message
– Give an “Education Prescription
Debrief: Styles
• Judgmental
• Non‐Judgmental
• Debriefing with Good Judgment
Debriefing Styles: 1. The Judgmental Debrief
• Debriefer/teacher is the authority• Positive and negative feedback is given to the
participant
• Pros:– Directed, efficient, transparent
• Cons: – May be threatening, little opportunity for self‐
assessment
Debriefing Styles: 2. The Non‐Judgmental Debrief
• Open‐ended questions by facilitator• Attempt to “draw out”
information by the
Socratic Method
• Pros: – explores participant reactions and facilitates self‐
reflection
• Cons: – “Dirty Questions”
in which the facilitator knows
the answer but makes the participant “Guess what I’m thinking”.
Rudolph JW, Simon R, Dufresne R, Raemer DB. There is no such thing as a “non‐judgmental”
debriefing: a
theory and method for debriefing with good judgment. Simulation in Healthcare 2006;1(1):49‐55.
Debriefing Styles: 3. Debriefing with Good Judgment
• Advocacy: Facilitator identifies a specific behaviour or event and makes an objective
statement about• Inquiry: Facilitator then poses a brief
question to the participant in the spirit of genuine curiosity (Inquiry)
• Follow‐up inquiry or teaching riff• Facilitates learner self‐assessment without
playing “Guess what I’m thinking?”
Debriefing Styles: Debriefing with Good Judgment
• Pros– Strengthens our ability understand where the learner
is coming from
– Creative way of encouraging reflection and self‐ assessment
• Cons– Cannot be used when discipline is needed– Not appropriate when you cannot hold the basic
assumption
Debriefing with Good Judgment
• Does
allow you to share observations, opinions, judgments
• Does not assume that the leader has a monopoly on knowledge and good ideas
How to Debrief with Good Judgment: Advocacy and Inquiry (AI)
• Advocacy: Statement– Make notes while observing simulation session
– Be prepared to state your perspective clearly– Link debrief to simulation by referring to specific
events that occurred (usually 2 or 3)
– Use “First Person”
sentences
“I observed ….”
“I am concerned/pleased because…”
Debriefing with Good Judgment: Advocacy and Inquiry
• Inquiry: Pose a Question– Be genuinely curious– Aim to discover the learner’s perspective
– Use short, open‐ended questions“I am curious how you see it?”
“What was happening at that point?”
“How did you experience that?”
“I wonder why.”
Example of Debrief: Peri‐Mortem Cesarean Section Scenario
• Scenario: There is a witnessed maternal cardiac arrest in the ER. Obstetrical residents
must perform an emergency cesarean section during the resuscitation in order to save
mother and baby. (The ER physician, ER nurse and medical student were collaborators in the scenario).
Learning Objectives: 1.
Resuscitate the pregnant patient in accordance
with the latest American Heart Association guidelines.
2.
Perform a timely cesarean section with equipment available in the ER
•
Cardiac arrest in a pregnant patient, obstetrical residents called STAT to the ER
•
CPR is performed in the ER under the direction of the ER physician
• Residents trouble‐shoot as initial resuscitation not successful
•
Residents perform a cesarean section during CPR with limited equipment
• Successful resuscitation after baby delivered
• Happy outcome for mother and baby
Example of AI Debrief• Reaction phase: how are you feeling right
now?
• Understanding phase: what they need to learn
– CPR is difficult in a pregnant woman because of the compression of the IVC by the pregnant
uterus.
– CS needs to be started at the 4 minute point after the arrest if initial CPR is not successful
Example of AI Debrief
• Advocacy Statement – It looked like some of you were attempting to get
the patient into a left lateral tilt during CPR.
• Inquiry– What was your thought process at that point in
time?
Example of AI Debrief
• Reflection– The residents discuss the problem of IVC
compression by the gravid uterus and its potential compromise of CPR.
– Relief of IVC compression may require evacuation of the uterus on an urgent basis
Example of AI Debrief
• Summary phase– “Teaching Riff”
on strategies that may address IVC
compression problem
– Take home messages
– Education prescription
American Heart Association Guidelines 2010 for Resuscitation of Pregnant Women
• Perform BCLS and ACL according to standard protocols
• Cardiovert
if indicated but remove scalp clip first
• Manual left lateral displacement of uterus
• Obstetrical and Neonatal teams prepare for emergency cesarean
delivery within 5min of arrest
• Continue CPR during and after cesarean
delivery
J Obstet Gynaecol Can 2011;33(8):858–863
Conclusion• Simulation can be used to build clinical skills in
multiple domains (technical, cognitive, communication, collaboration)
• Debriefing enhances learning opportunities and stimulates self‐reflection
• Debrief in three phases: decompression, feedback and summary
• Debriefing with good judgment is performed using advocacy statements paired with inquiry
• Bradley, Paul (2006).The history of simulation in medical education and possible
future directions. Medical Education. 40, 254‐262.
• Dyche, L., Epstein, R., (2011). Curiosity and medical education. Medical Education,
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• Ende, J. (1983). Feedback in clinical medical education. JAMA, 250(6),
777‐781.• Fulton, D. (2011). Teaching and learning through reflective practice. New York, NY,
Abingdon, England: Routledge.
• Fanning, R. M., and Gaba, D.M. The role of debriefing in simulation‐based
learning. Simulation in Healthcare, Vol. 2, No. 2, Summer 2007.
• Gigante, J., Dell, M., & Sharkey, A. (2011). Getting beyond "good job":
how to give
effective feedback. Pediatrics, 127(2).
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twelve roles of the teacher. Medical Teacher, 22(4), 334‐347.
• Knowles, M. R. (1980). The modern practice of adult education. New York:
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• Kyle, R. R., Bosseau, W.M. (2008). Clinical Simulation: operations, engineering and
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References
• Maran, N.J., & Glavin, R.J. (2003). Low‐
to high‐fidelity simulation – a continuum of
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• Rudolph, J., Simon, R., Dufresne, R., & Raemer, D. (2006). There's no such thing as
nonjudgmental debriefing: a theory and method for debriefing with good
judgement. Simulation in Healthcare, 1(1),
• Rudolph, J., Simon, R. , Rivard, P., Dufresne, R., & Raemer, D. (2007). Debriefing
with good judgement: combining rigorous feedback with genuine inquiry.
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References