Interprofessional team debriefings with or without an instructor after a simulated crisis scenario: An exploratory case study

References

• Arafeh, J. M., Hansen, S. S., & Nichols, A. (2010). Debriefing in simulated-based learning: Facilitating a reflective discussion. The Journal of Perinatal & Neonatal Nursing, 24(4), 302–309. doi:10.1097/JPN.0b013e3181f6b5ec
   PubMed Web of Science ®Google Scholar
• Arora, S., Ahmed, M., Paige, J., Nestel, D., Runnacles, J., Hull, L.,… Sevdalis, N. (2012). Objective structured assessment of debriefing: Bringing science to the art of debriefing in surgery. Annals of Surgery, 256(6), 982–988. doi:10.1097/SLA.0b013e3182610c91
   PubMed Web of Science ®Google Scholar
• Boet, S., Bould, M. D., Bruppacher, H. R., Desjardins, F., Chandra, D. B., & Naik, V. N. (2011). Looking in the mirror: Self-debriefing versus instructor debriefing for simulated crises. Critical Care Medicine, 39(6), 1377–1381. doi:10.1097/CCM.0b013e31820eb8be
   PubMed Web of Science ®Google Scholar
• Boet, S., Bould, M. D., Layat Burn, C., & Reeves, S. (2014). Twelve tips for a successful interprofessional team-based high-fidelity simulation education session. Medical Teacher, 1–5. doi:10.3109/0142159x.2014.923558
   Web of Science ®Google Scholar
• Boet, S., Bould, M. D., Sharma, B., Revees, S., Naik, V. N., Triby, E., & Grantcharov, T. (2013). Within-team debriefing versus instructor-led debriefing for simulation-based education. Annals of Surgery, 258(1), 53–58. doi:10.1097/SLA.0b013e31829659e4
   PubMed Web of Science ®Google Scholar
• Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning. Milton Park, UK: Routledge.
   Google Scholar
• Brett-Fleegler, M., Rudolph, J., Eppich, W., Monuteaux, M., Fleegler, E., Cheng, A., & Simon, R. (2012). Debriefing assessment for simulation in healthcare. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 7(5), 288–294. doi:10.1097/SIH.0b013e3182620228
   Web of Science ®Google Scholar
• Cheng, A., Eppich, W., Grant, V., Sherbino, J., Zendejas, B., & Cook, D. A. (2014). Debriefing for technology-enhanced simulation: A systematic review and meta-analysis. Medical Education, 48(7), 657–666. doi:10.1111/medu.2014.48.issue-7
   PubMed Web of Science ®Google Scholar
• Cook, D. A., Bordage, G., & Schmidt, H. G. (2008). Description, justification and clarification: A framework for classifying the purposes of research in medical education. Medical Education, 42(2), 128–133. doi:10.1111/j.1365-2923.2007.02974.x
   PubMed Web of Science ®Google Scholar
• Decker, S., Fey, M., Sideras, S., Caballero, S., Boese, T., Franklin, A. E.,… Meakim, C. (2013). Standards of best practice: Simulation standard VI: The debriefing process. Clinical Simulation in Nursing, 9(6), S26–S29. doi:10.1016/j.ecns.2013.04.008
   Web of Science ®Google Scholar
• Eppich, W., & Cheng, A. (2015). Promoting excellence and reflective learning in simulation (PEARLS): Development and rationale for a blended approach to health care simulation debriefing. Simulation in Healthcare, 10(2), 106–115. doi:10.1097/SIH.0000000000000072
   PubMedGoogle Scholar
• Ericsson, K. (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine: Journal of the Association of American Medical Colleges. [Review], 79(10 Suppl), S70–81. doi:10.1097/00001888-200410001-00022
   Google Scholar
• Fanning, R. M., & Gaba, D. M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare, 2(2), 115–125. doi:10.1097/SIH.0b013e3180315539
   PubMedGoogle Scholar
• Flin, R., O’Connor, P., & Crichton, M. (2008). Safety at the sharp end: A guide to non-technical skills. Aldershot, UK: Ashgate Publishing, Ltd.
   Google Scholar
• Fung, L., Boet, S., Bould, M., Qosa, H., Perrier, L., Tricco, A. … Reeves, S. (2015). Impact of crisis resource management simulation-based training for interprofessional and interdisciplinary teams: A systematic review. Journal of Interprofessional Care, 29, 433–444. doi:10.3109/13561820.2015.1017555
   PubMed Web of Science ®Google Scholar
• Garden, A. L., Le Fevre, D. M., Waddington, H. L., & Weller, J. M. (2015). Debriefing after simulation-based non-technical skill training in healthcare: A systematic review of effective practice. Anaesthesia and Intensive Care, 43(3), 300–308.
   PubMed Web of Science ®Google Scholar
• Glazer, B., & Strauss, L. (1967). Discovery of grounded theory for qualitative research. Chicago, IL: Aldine.
   Google Scholar
• Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice. London, UK: Routledge.
   Google Scholar
• Hodson, D., & Hodson, J. (1998). From constructivism to social constructivism: A Vygotskian perspective on teaching and learning science. School Science Review, 79(289), 33–41.
   Google Scholar
• Issenberg, B., McGaghie, W., Petrusa, E., Lee Gordon, D., & Scalese, R. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: A BEME systematic review*. Medical Teacher, 27(1), 10–28. doi:10.1080/01421590500046924
   PubMed Web of Science ®Google Scholar
• Jaffrelot, M., Touffet, L., Ozier, Y., & Gueret, G. (2012). What’s going on during the debriefing of a simulation session? Minerva Anestesiologica, 78(8), 863–864. doi:R02127999[pii]
   PubMed Web of Science ®Google Scholar
• Kessler, D. O., Cheng, A., & Mullan, P. C. (2015). Debriefing in the emergency department after clinical events: A practical guide. Annals of Emergency Medicine, 65(6), 690–698. doi:10.1016/j.annemergmed.2014.10.019
   PubMed Web of Science ®Google Scholar
• Kim, J., Neilipovitz, D., Cardinal, P., Chiu, M., & Clinch, J. (2006). A pilot study using high-fidelity simulation to formally evaluate performance in the resuscitation of critically ill patients: The university of Ottawa critical care medicine, high-fidelity simulation, and crisis resource management I study. Critical Care Medicine, 34(8), 2167–2174. doi:10.1097/01.CCM.0000229877.45125.CC
   PubMed Web of Science ®Google Scholar
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on Thinking, Learning, and Cognitive Styles, 1, 227–247.
   Google Scholar
• Kolbe, M., Grande, B., & Spahn, D. R. (2015). Briefing and debriefing during simulation-based training and beyond: Content, structure, attitude and setting. Best Practice & Research Clinical Anaesthesiology, 29(1), 87–96. doi:10.1016/j.bpa.2015.01.002
   PubMed Web of Science ®Google Scholar
• Lederman, L. C. (1992). Debriefing: Toward a systematic assessment of theory and practice. Simulation & Gaming, 23(2), 145–160. doi:10.1177/1046878192232003
   Web of Science ®Google Scholar
• Levett-Jones, T., & Lapkin, S. (2011). The effectiveness of debriefing in simulation-based learning for health professionals: A systematic review. The JBI Database of Systematic Reviews and Implementation Reports, 9(64 Suppl), S81–S96.
   Google Scholar
• Levett-Jones, T., & Lapkin, S. (2013). A systematic review of the effectiveness of simulation debriefing in health professional education. Nurse Education Today. doi:10.1016/j.nedt.2013.09.020
   Web of Science ®Google Scholar
• Lindqvist, S. M., & Reeves, S. (2007). Facilitators’ perceptions of delivering interprofessional education: A qualitative study. Medical Teacher, 29(4), 403–405. doi:10.1080/01421590701509662
   PubMed Web of Science ®Google Scholar
• Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education, 14(4), 595–621. doi:10.1007/s10459-007-9090-2
   PubMed Web of Science ®Google Scholar
• Mays, N., & Pope, C. (1995). Qualitative research: Observational methods in health care settings. BMJ, 311, 182–184. doi:10.1136/bmj.311.6998.182
   PubMed Web of Science ®Google Scholar
• Murphy, J. I., & Nimmagadda, J. (2015). Partnering to provide simulated learning to address interprofessional education collaborative core competencies. Journal of Interprofessional Care, 29, 258–259. doi:10.3109/13561820.2014.942779
   PubMed Web of Science ®Google Scholar
• Paull, D. E., Mazzia, L. M., Wood, S. D., Theis, M. S., Robinson, L. D., Carney, B.,… Bagian, J. P. (2010). Briefing guide study: Preoperative briefing and postoperative debriefing checklists in the Veterans Health Administration medical team training program. The American Journal of Surgery, 200(5), 620–623. doi:10.1016/j.amjsurg.2010.07.011
   PubMed Web of Science ®Google Scholar
• Reeves, S., Boet, S., Zierler, B., & Kitto, S. (2015). Interprofessional education and practice guide no. 3: Evaluating interprofessional education. Journal of Interprofessional Care, 29, 305–312. doi:10.3109/13561820.2014.1003637
   PubMed Web of Science ®Google Scholar
• Reeves, S., & Van Schaik, S. (2012). Simulation: A panacea for interprofessional learning? Journal of Interprofessional Care, 26, 167–169. doi:10.3109/13561820.2012.678183
   PubMed Web of Science ®Google Scholar
• Robertson, J., & Bandali, K. (2008). Bridging the gap: Enhancing interprofessional education using simulation. Journal of Interprofessional Care, 22, 499–508. doi:10.1080/13561820802303656
   PubMed Web of Science ®Google Scholar
• Rudolph, J., Simon, R., Dufresne, R. L., & Raemer, D. (2006). There’s no such thing as “Non-Judgmental” debriefing: A theory and method for debriefing with good judgment. Simul Healthcare, 1, 49–55. doi:10.1097/01266021-200600110-00006
   PubMedGoogle Scholar
• Savoldelli, G., & Boet, S. (2013). Séance de simulation: Du briefing au débriefing. In S. Boet, J. Granry, & G. Savoldelli (Eds.), La simulation en santé: De la théorie à la pratique (pp. 313–328). Paris, France: Springer.
   Google Scholar
• Schön, D. (1983). The reflective practitioner. New York, NY: Basic Books.
   Google Scholar
• Sharma, S., Boet, S., Kitto, S., & Reeves, S. (2011). Interprofessional simulated learning: The need for ‘sociological fidelity’. Journal of Interprofessional Care, 25, 81–83. doi:10.3109/13561820.2011.556514
   PubMed Web of Science ®Google Scholar
• Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance? A meta-analysis. Human Factors: The Journal of the Human Factors and Ergonomics Society, 55(1), 231–245. doi:10.1177/0018720812448394
   PubMed Web of Science ®Google Scholar
• Voyer, S., & Hatala, R. (2015). Debriefing and feedback: Two sides of the same coin? Simulation in Healthcare, 10(2), 67–68. doi:10.1097/SIH.0000000000000075
   PubMedGoogle Scholar
• Yin, R. K. (2013). Case study research: Design and methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Zwarenstein, M., Goldman, J., & Reeves, S. (2009). Interprofessional collaboration: Effects of practice-based interventions on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, (3), CD000072. doi:10.1002/14651858.CD000072.pub2
   PubMed Web of Science ®Google Scholar