Walter Eppich
Biographic Data
| ID | 4412332 |
|---|---|
| NAME | Walter Eppich |
| GIVEN NAMES | Walter |
| FAMILY NAME | Eppich |
| SIGNATURE | EPPICH W |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-4127-2825 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
‘You can't have an ego in this game’
Twelve tips for using microlearning for faculty development
Teaching is an expected as part of the health professional's role, amidst clinical and administrative workloads, yet many receive limited education training. Microlearning addresses this gap through short, focused, flexible learning units integrated into daily workflows for immediate application. Our paper presents twelve practical tips to guide faculty developers to design, implement, evaluate and sustain microlearning programs for faculty devel…
Navigating Affective Extremes in Antarctica
This study investigates the affective experiences of Antarctic summer research teams through two complementary studies, examining daily triggers of positive affect (PA) and negative affect (NA) as well as coping strategies used by team members. In Study 1, we conducted interviews with eight experienced Antarctic researchers to identify recurring affective events. In Study 2, we collected detailed quantitative daily diaries and qualitative reflect…
Learning to navigate interprofessional boundaries in health care
Health professionals must navigate complex systems—and that means negotiating role boundaries. Making this “boundary work” explicit in HPE can strengthen collaboration, clarity, and patient care. #HealthProfessionsEd #InterprofessionalEducation
When I say … interprofessional collaboration
In the latest “When I Say...” Austin et al. dissect the concept of interprofessional collaboration to clarify understanding and practice
Navigating the discomfort dilemma in work-based assessment
This conceptual paper reflects on the role of discomfort in work-based assessment based on a joint keynote address at the 2025 MedEd on the Edge conference. The authors draw together findings from several of their own qualitative studies and locate this integration in the broader literature. They consider when and how discomfort can be either productive or unproductive during work-based assessment and how supervisors and trainees contribute to it…
A process model of team effectiveness in extreme environments
Teamwork is the cornerstone of successful human endeavors in extreme environments, including intensive care units, firefighting operations, polar expeditions, and space. However, in such high‐stake contexts, adverse work conditions and mission challenges may negatively impact both team interactions and tangible team outputs if managed inadequately by organizational actors. To shed light on the drivers of effective teamwork in extreme environments…
Mechanisms of Near-Peer Learning in a Longitudinal Clerkship
Training simulated participants for role portrayal and feedback practices in communication skills training
BACKGROUND: Providing feedback is a key aspect of simulated participants' (SPs) educational work. In teaching contexts, the ability to provide feedback to learners is central to their role. Suboptimal feedback practices may deny learners the valuable feedback they need to learn and improve. This scoping review systematically maps the evidence related to SPs' role as educators and identifies how SPs prepare for their role and feedback practices. M…
‘They mirror what they see’
PURPOSE: In simulation-based education (SBE), educators integrate their professional experiences to prepare learners for real world practice and may embed unproductive stereotypical biases. Although learning culture influences educational practices, the interactions between professional culture and SBE remain less clear. This study explores how professional learning culture informs simulation practices in healthcare, law, teacher training and par…
‘How can we help the students learn?’ A grounded theory study of simulated participants as educators
PURPOSE: Despite the demonstrated value of simulated participant (SP) feedback, we are only beginning to understand how to optimize SPs' feedback practices for communication skills and strengthen their role as educators. SPs portray roles and engage in feedback practices to support simulated-based learning for communication skills training. SPs come to their role with diverse experiences, knowledge, and training, such as (a) professional actors, …
The many spaces of psychological safety in health professions education
Addressing the gap between the ideal of psychological safety and health professions education learners’ lived experiences, the authors explore how safe, brave, accountable, trauma‐informed and conceptual spaces might intersect with psychological safety
In support of appropriate psychological debriefing
As emergency providers experienced in peer support (MOT) and healthcare debriefing (WE), we feel compelled to respond to Teodorczuk and Kelly.1 We agree with the underlying arguments for providing psychological supports to medical students but disagree with flawed claims that psychological debriefing (PD) causes harm. PD originated when Dr Jeffrey Mitchell designed Critical Incident Stress Management (CISM) as a package of interventions for emerg…
Reflection on the Fly
PURPOSE: Acute care teams work in dynamic and complex environments and must adapt to changing circumstances. A team process that helps teams process information and adapt is in-action team reflection (TR), defined as concurrent collective reflection on group objectives, strategies, or processes during an ongoing care event. However, the health care field lacks a means for systematically observing and ultimately training in-action TR in acute care…
Approaches to interpersonal conflict in simulation debriefings
Changing workplace‐based education norms through ‘collaborative intentionality’
Morris and Eppich heed the call to action regarding interprofessional boundary crossing by offering 4 strategies that embed the notion of ‘collaborative intentionality’ into HPE through formal and informal means
Twelve tips for facilitating and implementing clinical debriefing programmes
Contemporary clinical practice places a high demand on healthcare workforces due to complexity and rapid evolution of guidelines. We need embedded workplace practices such as clinical debriefing (CD) to support everyday learning and patient care. Debriefing, defined as a 'guided reflective learning conversation', is most often undertaken in small groups following simulation-based experiences. However, emerging evidence suggests that debriefing ma…
Reflection in the heat of the moment
Team reflexivity (TR)–defined as a team's conscious reflection on their objectives, strategies, and processes—is an important team process that fosters adaptation and information processing. However, traditional conceptualizations frame TR as a process that occurs in periods of downtime to reflect on past, terminated performance, largely ignoring reflective team processes occurring during intense performance events of action teams. To address thi…
Promoting Excellence and Reflective Learning in Simulation (PEARLS)
STATEMENT: We describe an integrated conceptual framework for a blended approach to debriefing called PEARLS [Promoting Excellence And Reflective Learning in Simulation]. We provide a rationale for scripted debriefing and introduce a PEARLS debriefing tool designed to facilitate implementation of the new framework. The PEARLS framework integrates 3 common educational strategies used during debriefing, namely, (1) learner self-assessment, (2) faci…
Reflection in the heat of the moment
Team reflexivity (TR)–defined as a team's conscious reflection on their objectives, strategies, and processes—is an important team process that fosters adaptation and information processing. However, traditional conceptualizations frame TR as a process that occurs in periods of downtime to reflect on past, terminated performance, largely ignoring reflective team processes occurring during intense performance events of action teams. To address thi…
Promoting Excellence and Reflective Learning in Simulation (PEARLS)
STATEMENT: We describe an integrated conceptual framework for a blended approach to debriefing called PEARLS [Promoting Excellence And Reflective Learning in Simulation]. We provide a rationale for scripted debriefing and introduce a PEARLS debriefing tool designed to facilitate implementation of the new framework. The PEARLS framework integrates 3 common educational strategies used during debriefing, namely, (1) learner self-assessment, (2) faci…
Reflection in the heat of the moment
Team reflexivity (TR)–defined as a team's conscious reflection on their objectives, strategies, and processes—is an important team process that fosters adaptation and information processing. However, traditional conceptualizations frame TR as a process that occurs in periods of downtime to reflect on past, terminated performance, largely ignoring reflective team processes occurring during intense performance events of action teams. To address thi…
Reflection on the Fly
PURPOSE: Acute care teams work in dynamic and complex environments and must adapt to changing circumstances. A team process that helps teams process information and adapt is in-action team reflection (TR), defined as concurrent collective reflection on group objectives, strategies, or processes during an ongoing care event. However, the health care field lacks a means for systematically observing and ultimately training in-action TR in acute care…
Approaches to interpersonal conflict in simulation debriefings
Changing workplace‐based education norms through ‘collaborative intentionality’
Morris and Eppich heed the call to action regarding interprofessional boundary crossing by offering 4 strategies that embed the notion of ‘collaborative intentionality’ into HPE through formal and informal means
Twelve tips for facilitating and implementing clinical debriefing programmes
Contemporary clinical practice places a high demand on healthcare workforces due to complexity and rapid evolution of guidelines. We need embedded workplace practices such as clinical debriefing (CD) to support everyday learning and patient care. Debriefing, defined as a 'guided reflective learning conversation', is most often undertaken in small groups following simulation-based experiences. However, emerging evidence suggests that debriefing ma…
The many spaces of psychological safety in health professions education
Addressing the gap between the ideal of psychological safety and health professions education learners’ lived experiences, the authors explore how safe, brave, accountable, trauma‐informed and conceptual spaces might intersect with psychological safety
In support of appropriate psychological debriefing
As emergency providers experienced in peer support (MOT) and healthcare debriefing (WE), we feel compelled to respond to Teodorczuk and Kelly.1 We agree with the underlying arguments for providing psychological supports to medical students but disagree with flawed claims that psychological debriefing (PD) causes harm. PD originated when Dr Jeffrey Mitchell designed Critical Incident Stress Management (CISM) as a package of interventions for emerg…
‘How can we help the students learn?’ A grounded theory study of simulated participants as educators
PURPOSE: Despite the demonstrated value of simulated participant (SP) feedback, we are only beginning to understand how to optimize SPs' feedback practices for communication skills and strengthen their role as educators. SPs portray roles and engage in feedback practices to support simulated-based learning for communication skills training. SPs come to their role with diverse experiences, knowledge, and training, such as (a) professional actors, …
Mechanisms of Near-Peer Learning in a Longitudinal Clerkship
Training simulated participants for role portrayal and feedback practices in communication skills training
BACKGROUND: Providing feedback is a key aspect of simulated participants' (SPs) educational work. In teaching contexts, the ability to provide feedback to learners is central to their role. Suboptimal feedback practices may deny learners the valuable feedback they need to learn and improve. This scoping review systematically maps the evidence related to SPs' role as educators and identifies how SPs prepare for their role and feedback practices. M…
‘They mirror what they see’
PURPOSE: In simulation-based education (SBE), educators integrate their professional experiences to prepare learners for real world practice and may embed unproductive stereotypical biases. Although learning culture influences educational practices, the interactions between professional culture and SBE remain less clear. This study explores how professional learning culture informs simulation practices in healthcare, law, teacher training and par…
When I say … interprofessional collaboration
In the latest “When I Say...” Austin et al. dissect the concept of interprofessional collaboration to clarify understanding and practice
Navigating the discomfort dilemma in work-based assessment
This conceptual paper reflects on the role of discomfort in work-based assessment based on a joint keynote address at the 2025 MedEd on the Edge conference. The authors draw together findings from several of their own qualitative studies and locate this integration in the broader literature. They consider when and how discomfort can be either productive or unproductive during work-based assessment and how supervisors and trainees contribute to it…
A process model of team effectiveness in extreme environments
Teamwork is the cornerstone of successful human endeavors in extreme environments, including intensive care units, firefighting operations, polar expeditions, and space. However, in such high‐stake contexts, adverse work conditions and mission challenges may negatively impact both team interactions and tangible team outputs if managed inadequately by organizational actors. To shed light on the drivers of effective teamwork in extreme environments…
‘You can't have an ego in this game’
Twelve tips for using microlearning for faculty development
Teaching is an expected as part of the health professional's role, amidst clinical and administrative workloads, yet many receive limited education training. Microlearning addresses this gap through short, focused, flexible learning units integrated into daily workflows for immediate application. Our paper presents twelve practical tips to guide faculty developers to design, implement, evaluate and sustain microlearning programs for faculty devel…
Navigating Affective Extremes in Antarctica
This study investigates the affective experiences of Antarctic summer research teams through two complementary studies, examining daily triggers of positive affect (PA) and negative affect (NA) as well as coping strategies used by team members. In Study 1, we conducted interviews with eight experienced Antarctic researchers to identify recurring affective events. In Study 2, we collected detailed quantitative daily diaries and qualitative reflect…
Learning to navigate interprofessional boundaries in health care
Health professionals must navigate complex systems—and that means negotiating role boundaries. Making this “boundary work” explicit in HPE can strengthen collaboration, clarity, and patient care. #HealthProfessionsEd #InterprofessionalEducation
Psychology (13 works) · Medicine (9 works) · Simulation-Based Education in Healthcare (9 works) · Medical education (8 works) · Qualitative research (8 works) · Innovations in Medical Education (7 works) · Interprofessional Education and Collaboration (6 works) · Sociology (6 works) · Debriefing (5 works) · Health care (5 works)