Twelve tips for facilitating and implementing clinical debriefing programmes

Bibliographic Data

ID21448076
AuthorsAndrew Coggins (0000-0002-5652-6920, Discipline of Emergency Medicine, Sydney Medical School, The University of Sydney, Sydney, New South Wales, Australia, corresponding author), Ramez Zaklama (Discipline of Emergency Medicine, Sydney Medical School, The University of Sydney, Sydney, New South Wales, Australia), Rebecca A Szabo (0000-0002-7426-0978, Department of Obstetrics and Gynaecology and Department of Medical Education, Royal Women's Hospital, University of Melbourne, Melbourne, Australia), Cristina Diaz-Navarro (0000-0001-9351-9060, Cardiff and Vale University Health Board), Ross J Scalese (Michael S. Gordon Center for Simulation and Innovation in Medical Education, University of Miami Miller School of Medicine, Miami, FL, USA), Kristian Krogh (0000-0002-8490-1150, Aarhus University Hospital), Walter Eppich (0000-0002-4127-2825, Departments of Pediatrics and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA)
Year2021
Volume43
Issue5
Pages509-517
Publication date2021-05-04
Open AccessNo
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2020.1817349
PMID33032476
OpenAlexW3092510717
LanguageEN
Citations received5
References cited71

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 may also enhance learning in clinical environments where facilitators need to simultaneously balance psychological safety, learning goals and emotional well-being. This twelve tips article summarises international experience collated at the recent Association for Medical Education in Europe (AMEE) debriefing symposium. These tips encompass the benefits of CD, as well as suggested approach to facilitation. Successful CD programmes are frequently team focussed, interdisciplinary, implemented in stages and use a clear structure

Debriefing · Medical education · MEDLINE · Political science · Cardiac Arrest and Resuscitation · Medicine · Patient Safety and Medication Errors · Psychology · Simulation-Based Education in Healthcare

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