Debriefing in Medical Simulation

Manu Madhok, MD, MPH Emergency Department Children’s Hospital and Clinics of Minnesota

Disclosures

• I have no financial disclosures or conflict of interest

Objectives

• Review Simulation and Debriefing background • Describe debriefing for various goals • Present debriefing components • Introduce a medical debriefing tool • Review a simulation session • Practice debriefing using scripted debriefing tool • Translate to clinical settings

Why Simulation

• To transmit knowledge, impart skills, and inculcate the values of medicine that will

improve health outcomes

Cooke, Irby, O’Brien. Carnegie Foundation Report: Educating Physicians: A call for reform of medical school and residency. 2010

Simulation

• • • Virtual realism Technique and not technology Goal is the transfer of skills Aviation industry

Simulation Based Learning

• Educating adult professionals • Active participation increases learning effectiveness* • SBL offers opportunities for structured experiential learning (includes practice and also thinking about it) • Reflection on these learning events is part of experiential learning which is facilitated by Debriefing *Seaman, et al. Effective Strategies for Teaching Adults. Merrill, 1989.

Simulation: Bench/Book to Bedside

?? See one, Do one, Teach one??

Debriefing

• Facilitated or guided reflection in the cycle of experiential learning

Why Debriefing

• Learner reactions • Modification of attitudes • Acquire knowledge and skills • Change in behavior • Practice change • Patient outcome

Goal Specific

• • • Scenarios built around sentinel events to improve outcomes In-situ multi-disciplinary team Team work and communication skills Identify and address knowledge gaps

How do you make all of this happen?

Teamwork divides the task and multiplies the success

TEAM

Airway Compressor Recorder TEAM LEADER Monitor/Defib IV/IO/meds

Closed Loop Communication

Team Leader: 1.Give request 2.Listen for verbal confirmation that request was heard 3.Awaits confirmation that task is completed 4.Confirms receipt of a completed assignment Team Member: 1.

2.

3.

Confirms that request is heard Inform team leader when task begins/ends Verifies orders for drugs/treatments before given

Learner Oriented

• • • Procedural competence Utilizing multimedia tools like video Competence tool

POISE network

Credentialing

• • Scenarios of procedural sedation Hybrid of hi-fidelity manikin and scripted actor

What is the evidence about debriefing? “Allows trainees to explain, analyze, and synthesize information and emotional states to improve performance in similar situations in the future” “Sharing critical judgments is an essential part of learning in simulation and debriefing” Rudolph (2007), Debriefing with Good Judgment, Anesthesiology Clin 25: 361 76.

Components of Simulation- Debriefing

• • • Facilitator Participant Simulated Scenario • • • Debriefing Recollection-Review Reflection with structure Renewed knowledge, skills and application

Role of Facilitator/Debriefer

• • • • Sets the tone of the environment Sets expectations/objectiv es • • Determines if objectives were met Fosters dialogue • Encourages reflection Recognizes gaps in learning Provides clear feedback and shares teaching points

Debriefing Session

• • • • • • • • Set time and state your role as facilitator Brief introductions Review Objectives Share expectation of active evaluation of self and team performance Answer learner questions, Reflections Analysis: review decision-action-results Teaching points, examples and applications Conclusion with take home points and feedback from learners

Reflection/Self-Appraisal

• • • • Asks open-ended questions in a tone of curious inquiry Uses non-directed phrases- I saw, I heard..

Promotes advocacy for engaging the learner Encourages the learner to provide his frame of reference

WHAT WENT WELL

provide answer format • How do you think the scenario went? • ….I saw, I observed… How successful were you as a team? • ….I noticed, I felt… Were directions clear? ….I heard…

HOW DID THE TEAM FUNCTION

• • • • • • What was your role? Would you have performed better in a different role? What happened to the team during the simulation? Did team members act professionally? Did a leader emerge? Why/ why not? Was important information shared clearly?

WHAT ELSE HAPPENED

Share domains • What were some of your challenges? Communication- ? closed loop Shared Mental Model- ? situational awareness Resource Management- ?roles/expertise utilization • • • How could you have been more effective? What were favorite/ least favorite aspects? What emotions did this experience trigger?

Process analysis

• • • • Review decisions- actions-results Provide examples of positive interactions/ outcomes Link scenario to real life Review the teaching point/objective

How would this improve patient care

• • • • What new knowledge did you gain? Are you comfortable with your skill level? How would this help you in practice? How will you apply this to the clinical setting?

Summarize

• • • • • These are the things you identified as going well… These are the things you identified as needing to work on… I saw improvements in the areas of….

Review take home points Thanks

Translation to Clinical Setting

• • Learners who are debriefed in the clinical setting feel more supported by faculty, display improved knowledge and skill retention Best time is to do after a difficult interaction, code blue, procedure documentation.. as quality of feedback decays with time