Abstract:
BACKGROUND:Simulation-based education (SBE) has emerged as an essential modality for health professions education. One of the central tenants of effective SBE is reflective practice, typically guided by a facilitated debriefing. The debriefing conversation has the possibility of becoming a difficult conversation based on learner and situation-related factors. Difficult debriefing situations may threaten the learning environment, thus requiring an appreciation and understanding of the various ways that learners may react adversely to simulation and debriefing. AIM:This article provides a review of the various phenotypes of difficult debriefing situations and a toolbox of proactive and reactive strategies to help guide the simulation educator to manage these situations, with the ultimate goal of achieving learning objectives.
journal_name
Med Teachjournal_title
Medical teacherauthors
Grant VJ,Robinson T,Catena H,Eppich W,Cheng Adoi
10.1080/0142159X.2018.1468558subject
Has Abstractpub_date
2018-07-01 00:00:00pages
703-712issue
7eissn
0142-159Xissn
1466-187Xjournal_volume
40pub_type
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