| Autor: |
Coggins A; Discipline of Emergency Medicine, Sydney Medical School, The University of Sydney, Sydney, New South Wales, Australia., Zaklama R; Discipline of Emergency Medicine, Sydney Medical School, The University of Sydney, Sydney, New South Wales, Australia., Szabo RA; Department of Obstetrics and Gynaecology and Department of Medical Education, Royal Women's Hospital, University of Melbourne, Melbourne, Australia., Diaz-Navarro C; Department of Perioperative Care, Cardiff and Vale University Health Board, Cardiff, UK., Scalese RJ; Michael S. Gordon Center for Simulation and Innovation in Medical Education, University of Miami Miller School of Medicine, Miami, FL, USA., Krogh K; Department of Anaesthesiology and Intensive Care, Aarhus University Hospital, Aarhus, Denmark.; Research Center for Emergency Medicine, Aarhus University, Aarhus, Denmark., Eppich W; Departments of Pediatrics and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA. |
| Abstrakt: |
Contemporary clinical practice places a high demand on healthcare workforces due to complexity and rapid evolution of guidelines. We need embedded workplace practices such as clinical debriefing (CD) to support everyday learning and patient care. Debriefing, defined as a 'guided reflective learning conversation', is most often undertaken in small groups following simulation-based experiences. However, emerging evidence suggests that debriefing may also enhance learning in clinical environments where facilitators need to simultaneously balance psychological safety, learning goals and emotional well-being. This twelve tips article summarises international experience collated at the recent Association for Medical Education in Europe (AMEE) debriefing symposium. These tips encompass the benefits of CD, as well as suggested approach to facilitation. Successful CD programmes are frequently team focussed, interdisciplinary, implemented in stages and use a clear structure. |
