Teacher's Guide [1]
Simulations require people to experience a simulation and then debrief (discuss) afterwards.
Lederman[2] identified common structural elements in a debriefing. The debriefer and students can be the same if participants are doing their own debriefing. The experience through a simulation scenario and the impact of the scenario on the participants form the core of the experience. The impact of the experience is typically very important in adult learning as emotional involvement aids longer-term learning. Recollection and reporting on what is recalled aids in memory and self-awareness. In these simulations we suggest debriefing right after viewing.
This systematic approach to natural learning is ensures that participants can experience a simulation, reflect on it, discuss it with others, and learn or enhance skills and behaviours – the three phases of: description, analogy/analysis, and application. This can benefit individual participants and also participants as a whole group. In our case, students are learning inter-professionals skills so group discussions can be particularly meaningful.
For our purposes, we will follow a three-step process within these time frames:
In class introduction = 10 minutes
Scenario video clip = 8 – 15 minutes
Debriefing time = 30 minute discussion
You may consider comparing your teaching experiences with any of the principal investigators so that we can all learn how to better use these simulations in our teaching.
[1] NB: This section is partly based on the work of Ruth M. Fanning, Mb, FFARCSI; and David M. Gaba, MD. (2007). “The role of debriefing in simulation-based learning.” Simulation Healthcare 2:1-11.
[2] Lederman, LC. (1992). “Debriefing: A critical examination of the postexperience analytic process with implications for its effective use. Simulation Gaming. 2:145-159.
Simulations require people to experience a simulation and then debrief (discuss) afterwards.
Lederman[2] identified common structural elements in a debriefing. The debriefer and students can be the same if participants are doing their own debriefing. The experience through a simulation scenario and the impact of the scenario on the participants form the core of the experience. The impact of the experience is typically very important in adult learning as emotional involvement aids longer-term learning. Recollection and reporting on what is recalled aids in memory and self-awareness. In these simulations we suggest debriefing right after viewing.
This systematic approach to natural learning is ensures that participants can experience a simulation, reflect on it, discuss it with others, and learn or enhance skills and behaviours – the three phases of: description, analogy/analysis, and application. This can benefit individual participants and also participants as a whole group. In our case, students are learning inter-professionals skills so group discussions can be particularly meaningful.
For our purposes, we will follow a three-step process within these time frames:
In class introduction = 10 minutes
Scenario video clip = 8 – 15 minutes
Debriefing time = 30 minute discussion
- Use the objectives to pre-test students awareness of the specific inter-professional skills presented in the video.
- Present the video. Ask students to remember that the actors are all volunteers and not professional. This is not a time to critique their acting but to look at what they do well in their interprofessional dealings, what they could have done differently, and what is missing from the scenario. Highlight the perceived background to the video story – the characters, the patient’s medical and family history.
- Debrief the students. Some of the debriefing questions you can modify to your own uses are:
- How did this simulation make you feel?
- What do you think was happening?
- Why?
- What have you learned about Trauma Informed Practice (also called Trauma Informed Care)?
- What was the purpose of the simulation?
- Can this simulation help in real life practice?
- What were the take home messages of the simulation?
- How might you change your practice/behavior based on this simulation experience?
You may consider comparing your teaching experiences with any of the principal investigators so that we can all learn how to better use these simulations in our teaching.
[1] NB: This section is partly based on the work of Ruth M. Fanning, Mb, FFARCSI; and David M. Gaba, MD. (2007). “The role of debriefing in simulation-based learning.” Simulation Healthcare 2:1-11.
[2] Lederman, LC. (1992). “Debriefing: A critical examination of the postexperience analytic process with implications for its effective use. Simulation Gaming. 2:145-159.
