@article{07d9e0c085ad11df928f000ea68e967b,
title = "The art and science of debriefing in simulation: Ideal and practice",
abstract = "OBJECTIVES: Describing what simulation centre leaders see as the ideal debriefing for different simulator courses (medical vs. crisis resource management (CRM)-oriented). Describing the practice of debriefing based on interactions between instructors and training participants. METHODS: Study 1 - Electronic questionnaire on the relevance of different roles of the medical teacher for debriefing (facilitator, role model, information provider, assessor, planner, resource developer) sent to simulation centre leaders. Study 2 - Observation study using a paper-and-pencil tool to code interactions during debriefings in simulation courses for CRM for content (medical vs. CRM-oriented) and type (question vs. utterance). RESULTS: Study 1 - The different roles were seen as equally important for both course types with the exception of 'information provider' which was seen as more relevant for medical courses. Study 2 - There were different interaction patterns during debriefings: line - involving mostly the instructor and one course participant, triangle - instructor and two participants, fan - instructor and all participants in a dyadic form and net - all participants and the instructor with cross references. CONCLUSION: What simulation centre heads think is important for the role mix of simulation instructors is (at least partly) not reflected in debriefing practice.",
author = "Peter Dieckmann and {Molin Friis}, Susanne and Anne Lippert and Doris {\O}stergaard",
note = "Keywords: Emergency Service, Hospital; Faculty, Medical; Humans; Medical Errors; Patient Simulation; Problem-Based Learning; Professional Role; Questionnaires; Safety Management",
year = "2009",
language = "English",
volume = "31",
pages = "e287--94",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Taylor & Francis",
number = "7",
}