Difficult debriefing situations: A toolbox for simulation educators

References

• Abrams J. 2009. Having hard conversations. Thousand Oaks (CA): Corwin.
   Google Scholar
• Baker WH. 1980. Defensiveness in communication: its causes, effects, and cures. J Bus Commun (1973). 17:33–43.
   Google Scholar
• Banja JD, Craig K. 2010. Speaking up in case management. Part II: implementing speaking up behaviors. Prof Case Manag. 15:237–242.
   PubMedGoogle Scholar
• Bickel J, Rosenthal SL. 2011. Difficult issues in mentoring: recommendations on making the "Undiscussable" discussable. Acad Med. 86:1229–1234.
   PubMed Web of Science ®Google Scholar
• Blanchard K. 2014. Turning conflict into creativity. Train J. 29–32.
   Google Scholar
• Boet S, Bould MD, Sharma B, Revees S, Naik VN, Triby E, Grantcharov T. 2013. Within-team debriefing versus instructor-led debriefing for simulation-based education: a randomized controlled trial. Ann Surg. 258:53–58.
   PubMed Web of Science ®Google Scholar
• Cartwright T. 2003. Managing conflict with peers. Greensboro (NC): Center for Creative Leadership.
   Google Scholar
• Chen FS, Minson JA, Schöne M, Heinrichs M. 2013. In the eye of the beholder: eye contact increases resistance to persuasion. Psychol Sci. 24:2254–2261.
   PubMed Web of Science ®Google Scholar
• Cheng A, Eppich W, Grant V, Sherbino J, Zendejas B, Cook D. 2014. Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. Med Educ. 48:657–666.
   PubMed Web of Science ®Google Scholar
• Cheng A, Hunt EA, Donaghue A, Nelson-McMillan K, Nishisaki A, Leflore J, Eppich W, Moyer M, Brett-Fleegler M, Kleinman M, et al. 2013. Examining pediatric resuscitation education using simulation and scripted debriefing: a multi-center randomized trial. JAMA Pediatr. 167:528–536.
   PubMed Web of Science ®Google Scholar
• Cheng A, Lang T, Starr S, Pusic M, Cook D. 2014. Technology-enhanced simulation and pediatric education: a meta-analysis. Pediatrics. 133:e1313–e1323.
   PubMed Web of Science ®Google Scholar
• Chung HS, Dieckmann P, Issenberg SB. 2013. It is time to consider cultural differences in debriefing. Simul Healthc. 8:166–170.
   PubMedGoogle Scholar
• Clark MC, Dirkx JM. 2008. The emotional self in adult learning. New Dir Adult Contin Educ. 120:89–96.
   Google Scholar
• Cobb N. 2007. How to overcome defensiveness; [accessed 2015 May 15]. https://www.nathancobb.com/support-files/overcoming-defensivess.pdf.
   Google Scholar
• Cook DA, Hamstra SJ, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hatala R. 2013. Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Med Teach. 35:e867–e898.
   PubMed Web of Science ®Google Scholar
• Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hamstra SJ. 2011. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA. 306:978–988.
   PubMed Web of Science ®Google Scholar
• Corrigan PT. 2011. Silence in progressive teaching. Encounter. 24:8–11.
   Google Scholar
• Dankoski ME, Bickel J, Gusic ME. 2014. Discussing the undiscussable with the powerful: why and how faculty must learn to counteract organizational silence. Acad Med. 89:1610–1613.
   PubMed Web of Science ®Google Scholar
• Davies M, Lamb S, Doecke E. 2011. Strategic review of effective re-engagement models for disengaged learners. Melbourne: Centre for Research on Education Systems – University of Melbourne.
   Google Scholar
• Detert JR, Edmondson AC. 2011. Implicit voice theories: taken-for granted rules of self-censorship at work. Acad Manage J. 54:461–488.
   Web of Science ®Google Scholar
• D'Souza D. 2011. Engaging the quiet learner: a seminar for the center for teaching excellence. Boston (MA): Suffolk University; [accessed 2015 May 15]. http://www2.suffolk.edu/files/CTE/quiet_learner_handout.pdf.
   Google Scholar
• Edmondson AC, Smith DM. 2006. Too hot to handle? How to manage relationship conflict. Calif Manage Rev. 49:6–31.
   Web of Science ®Google Scholar
• Edmondson AC. 2003. Framing for learning: lessons in successful technology implementation. Calif Manage Rev. 45:34–54.
   Web of Science ®Google Scholar
• Edmondson AC. 2012. Teaming: how organizations learn, innovate, and compete in the knowledge economy. San Francisco (CA): Wiley & Sons.
   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. Simul Healthc. 10:106–115.
   PubMedGoogle Scholar
• Fanning RM, Gaba DM. 2007. The role of debriefing in simulation-based learning. Simul Healthc. 2:115–125.
   PubMedGoogle Scholar
• Frambach JM, Driessen EW, Beh P, van der Vleuten CPM. 2014. Quiet or questioning? Students' discussion behaviors in student-centered education across cultures. Stud High Educ. 39:1001–1021.
   Web of Science ®Google Scholar
• Fraser K, Huffman J, Ma I, Sobczak M, McIlwrick J, Wright B, McLaughlin K. 2014. The emotional and cognitive impact of unexpected simulated patient death: a randomized controlled trial. Chest. 145:958–963.
   PubMed Web of Science ®Google Scholar
• Fredrickson BL, Branigan C. 2005. Positive emotions broaden the scope of attention and thought-action repertoires. Cogn Emot. 19:313–332.
   PubMed Web of Science ®Google Scholar
• Fredrickson BL. 2004. The broaden-and-build theory of positive emotions. Philos Trans R Soc B. 359:1367–1378.
   PubMed Web of Science ®Google Scholar
• Gallagher R. 2009a. How to tell anyone anything: breakthrough techniques for handling difficult conversations at work. New York (NY): American Management Association.
   Google Scholar
• Gallagher RS. 2009b. A “Candid” Approach to difficult conversations; [accessed 2015 May 15]. http://www.amanet.org/training/articles/A-CANDID-Approach-to-Difficult-Conversations.aspx.
   Google Scholar
• Gamble TK, Gamble MW. 2014. Interpersonal communication: building connections together. Los Angeles (CA): Sage Publications Inc.
   Google Scholar
• Grimsley A. 2010. Vital conversations: a practical approach to handling difficult conversations, managing conflict, giving feedback, and influencing difficult people. London (UK): Barnes Holland Publishing.
   Google Scholar
• Hall K. 2012a. Understanding validation: a way to communicate acceptance; [accessed 2015 May 15]. https://www.psychologytoday.com/blog/pieces-mind/201204/understanding-validation-way-communicate-acceptance.
   Google Scholar
• Hall K. 2012b. What is validation and why do I need to know? [accessed 2015 May 15]. http://blogs.psychcentral.com/emotionally-sensitive/2012/02/levels-of-validation/.
   Google Scholar
• Hall KD, Cook M. 2012. The power of validation: arming your child against bullying, peer pressure, addiction, self-harm, and out-of-control emotions. Oakland (CA): New Harbinger Publications.
   Google Scholar
• Harvey P, Ahmann E. 2014. Validation: a family-centered communication skill. Pediatr Nurs. 40:143–147.
   PubMedGoogle Scholar
• Holmer LL. 2014. Understanding and reducing the impact of defensiveness on management learning: some lessons from neuroscience. J Manage Educ. 38:618–641.
   Google Scholar
• Holyoke L, Larson E. 2009. Engaging the adult learner generational mix. J Adult Educ. 38:12–21.
   Google Scholar
• Hunt EA, Duval-Arnould JM, Nelson-McMillan KL, Bradshaw JH, Diener-West M, Perretta JS, Shilkofski NA. 2014. Pediatric resident resuscitation skills improve after “Rapid cycle deliberate practice” training. Resuscitation. 85:945–951.
   PubMed Web of Science ®Google Scholar
• Issenberg SB, McGaghie WC, Petrusa ER, Gordon DL, Scalese RJ. 2005. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 27:10–28.
   PubMed Web of Science ®Google Scholar
• Jacobs SC, Huprich SK, Grus CL, Cage EA, Elman NS, Forrest L, Schwartz-Mette R, Shen-Miller DS, Van Sickle KS, Kaslow NJ. 2011. Trainees with professional competency problems: preparing trainers for difficult but necessary conversations. Train Educ Prof Psychol. 5:175–184.
   Web of Science ®Google Scholar
• Kasworm CE. 2008. Emotional challenges of adult learners in higher education. New directions for adult and continuing education. New Dir Adult Contin Educ. 120:7–18.
   Google Scholar
• Kolbe M, Weiss M, Grote G, Knauth A, Dambach M, Spahn DR, Grande B. 2013. Teamgains: a tool for structured debriefings for simulation-based team trainings. BMJ Qual Saf. 22:541–553.
   PubMed Web of Science ®Google Scholar
• Macdonald E. 2004. Difficult conversations in medicine. Oxford: Oxford University Press.
   Google Scholar
• McCrorie P. 2013. Teaching and leading small groups. In: Swanwick T, editor. Understanding medical education: evidence, theory and practice. West Sussex (UK): Wiley & Sons.
   Google Scholar
• McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. 2010. A critical review of simulation-based medical education research: 2003–2009. Med Educ. 44:50–63.
   PubMed Web of Science ®Google Scholar
• Mlodinow L. 2012. Subliminal: how your unconscious mind rules your behavior. New York (NY): Random House.
   Google Scholar
• Northwestern University. [date unknown]. Basic skills and techniques in providing spiritual care. Chicago (IL): Northwestern University; [accessed 2015 May 15]. http://endlink.lurie.northwestern.edu/religion_spirituality/part_four.pdf.
   Google Scholar
• Ormond Coaching and Training. 2011. Effective communication skills: the art of communication; [accessed 2015 May 15]. http://www.leadership-development-tips.com/effective-communication-skills.html.
   Google Scholar
• Overton AR, Lowry AC. 2013. Conflict management: difficult conversations with difficult people. Clin Colon Rectal Surg. 26:259–264.
   PubMed Web of Science ®Google Scholar
• Patterson K, Grenny J, McMillan R, Switzler A. 2012. Crucial conversations: tools for talking when stakes are high. New York (NY): McGraw-Hill.
   Google Scholar
• Phrampus PE, O'Donnell JM. 2013. Debriefing using a structured and supported approach. In: Levine AI, DeMaria S, Schwartz AD, Sim AJ, editors. The comprehensive textbook of healthcare simulation. New York (NY): Springer.
   Google Scholar
• Polito J. 2013. Effective communication during difficult conversations. Neurodiagn J. 53:142–152.
   PubMedGoogle Scholar
• Rabbetts J, Jones P. 2014. Difficult conversations. Train J. 28–31.
   Google Scholar
• Raemer D, Anderson M, Cheng A, Fanning R, Nadkarni V, Savoldelli G. 2011. Research regarding debriefing as part of the learning process. Simul Healthc. 6:S52–S57.
   PubMedGoogle Scholar
• Reynolds M. 2014. The discomfort zone: how leaders turn difficult conversations into breakthroughs. San Francisco (CA): Berrett-Koehler Publishers.
   Google Scholar
• Rienties B, Rivers BA. 2014. Measuring and understanding learner emotions: evidence and prospects; [accessed 2015 May 15]. http://www.laceproject.eu/publications/learning-analytics-and-emotions.pdf.
   Google Scholar
• Rudolph J, Simon R, Dufresne R, Raemer D. 2006. There's no such thing as “Nonjudgmental” debriefing: a theory and method for debriefing with good judgment. Simul Healthc. 1:49–55.
   PubMedGoogle Scholar
• Rudolph JW, Raemer DB, Simon R. 2014. Establishing a safe container for learning in simulation: the role of the presimulation briefing. Simul Healthc. 9:339–349.
   PubMedGoogle Scholar
• Rudolph JW, Simon R, Raemer DB, Eppich WJ. 2008. Debriefing as formative assessment: closing performance gaps in medical education. Acad Emerg Med. 15:1010–1016.
   PubMed Web of Science ®Google Scholar
• Sawyer T, Eppich W, Brett-Fleegler M, Grant V, Cheng A. 2016. More than one way to debrief: a critical review of healthcare simulation debriefing methods. Simul Healthc. 11:209–217.
   PubMedGoogle Scholar
• Sawyer TL, Deering S. 2013. Adaptation of the US army‘s after-action review for simulation debriefing in healthcare. Simul Healthc. 8:388–397.
   PubMedGoogle Scholar
• Simon JR, Gluck MA. 2013. Adult age differences in learning and generalization of feedback-based associations. Psychol Aging. 28:937–947.
   PubMed Web of Science ®Google Scholar
• Stone D, Patton B, Heen S. 2010. Difficult conversations: how to discuss what matters. New York (NY): Penguin Books.
   Google Scholar
• Tiberius RG. 2012. Small group teaching: a trouble-shooting guide. New York (NY): Routledge.
   Google Scholar
• Ury W. 1993. Getting past no: negotiating your way from confrontation to cooperation. New York (NY): Bantam Books.
   Google Scholar
• van der Leeuw RM. 2014. Sharing is caring: dealing with feedback and difficult feelings. Med Educ. 48:1034–1042.
   PubMed Web of Science ®Google Scholar
• Vanderbilt University Centre for Teaching. [date unknown]. Difficult dialogues. Nashville (TN): Vanderbilt University; [accessed 2015 May 15]. http://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/.
   Google Scholar
• Wagner CC, Ingersoll KS, Contributors W. 2017. Phase iii: broadening perspectives. Motivational interviewing in groups. New York (NY): Guilford Publications.
   Google Scholar
• Wagner CC, Ingersoll KS. 2008. Beyond cognition: broadening the emotional base of motivational interviewing. J Psychother Integr. 18:191–206.
   PubMedGoogle Scholar
• Walker JE, Shea TM, Bauer AM. 2007. Generalization and the effects of consequences; [accessed 2015 May 15]. http://www.education.com/reference/article/generalization-effects-consequences/.
   Google Scholar
• Warren L. [date unknown]. Managing hot moments in the classroom. Boston (MA): Harvard University; [accessed 2015 May 15]. http://bokcenter.harvard.edu/hot-moments.
   Google Scholar
• Zimmermann AC, Morgan WJ. 2016. A time for silence? Its possibilities for dialogue and for reflective learning. Stud Philos Educ. 35:399–413.
   Web of Science ®Google Scholar