Interprofessional Simulation Debriefings: Closing Performance Gaps in Teams

How do I debrief learners from other professions? How do I not single out one profession if a person did not do well in the simulation? Healthcare simulation has been increasingly adopted and integrated into curricula as an effective platform for IPE because of what we know in adult learning, experiential learning, deliberate practice, and feedback. Debriefing, the learning conversation post a simulation experience, is the heart of simulation. To debrief effectively, faculty development on how to debrief interprofessional teams are necessary. This session will discuss challenges and practice strategies in effectively debriefing interprofessional groups.

Learning Objectives

1) The participant will analyze challenges that arise in debriefing interprofessional groups.

2) The participant will discuss strategies to overcome challenges in debriefing interprofessional groups.

3) The participant will actively experience challenges that arise in debriefing interprofessional groups as an opportunity to practice discussed debriefing strategies.

Rationale

Debriefing interprofessional groups is becoming more and more a necessary task for interprofessional educations as as simulation is increasingly being selected as a preferred method for interprofessional education (IPE) (Palaganas et al., 2020). While many educators are being tasked with debriefing interprofessional groups, there is little guidance in the literature specific to debriefing interprofessional groups. Faculty of the Center for Medical Simulation have been debriefing interprofessional groups participating in simulation-based education for the last two decades and have, through trial and error, identified numerous challenges and strategies that can facilitate learning despite challenging debriefing situations. Faculty development has focused on educating educators to use simulation for effective learning, particularly in debriefing with good judgment (Rudolph et al., 2007). This session is meant to develop educators in the area of debriefing interprofessional groups. The session will discuss interprofessional simulation development, debriefing (Fanning & Gaba, 2007; Darling, Perry, & Moore, 2005), simulation as a platform for IPE, the role of debriefing in IPE, challenges in interprofessional debriefings (Edmundson, 2002), and strategies observed to overcome these challenges. The participants will have the opportunity to learn these concepts in action while debriefing a simulated interprofessional team and will have active opportunities to practice these strategies through simulated debriefings followed by feedback from debriefing experts in the field of healthcare simulation (Kolb, 1984).

Time Topic Description and Participant Engagement

0 min Faculty will determine interprofessional groups upon entry (or from registration data)

2 min Faculty Introductions • Brief intro to CMS and what we do

• Get to know faculty

• Disclosures

5 min Participant Small Group Breakout rooms • Self-introductions, Develop teams, communities of practice

3 min Intro to Workshop • Understand goals of participants and expectations of faculty

5 min IPE exercise • Small Groups, modeling of phases of debriefing

5 min Framework for Understanding Others • The role of psychological safety

2 min Simulated Debriefing Set-up • Practice

32 min Simulated Debriefing and D the D • Rounds of Practice with Feedback from faculty experts

5 min Wrap Up