Twelve tips for facilitating and implementing clinical debriefing programmes

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  • Andrew Coggins, Sydney Medical School
  • ,
  • Ramez Zaklama, Sydney Medical School
  • ,
  • Rebecca A. Szabo, University of Melbourne
  • ,
  • Cristina Diaz-Navarro, Cardiff & Vale University Health Board
  • ,
  • Ross J. Scalese, University of Miami
  • ,
  • Kristian Krogh
  • Walter Eppich, Northwestern University

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.

TidsskriftMedical Teacher
Sider (fra-til)509-517
Antal sider9
StatusUdgivet - 2021

Bibliografisk note

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© 2020 Informa UK Limited, trading as Taylor & Francis Group.

Copyright 2021 Elsevier B.V., All rights reserved.

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