Debriefing as Formative Assessment: Closing Performance Gaps in Medical Education

Academic Emergency Medicine - Tập 15 Số 11 - Trang 1010-1016 - 2008
Jenny W. Rudolph1,2,3,4, Robert Simon1,2,3,4, Daniel B. Raemer1,2,3,4, Walter Eppich1,2,3,4
1From the Center for Medical Simulation (JWR, RS, DBR), Cambridge MA
2Harvard Medical School (JWR, DBR, RS), Boston MA
3KidSTAR Simulation Program, Northwestern University Feinberg School of Medicine, Department of Pediatrics, Division of Emergency Medicine, Children’s Memorial Hospital (WE), Chicago, IL.
4the Department of Anesthesia and Critical Care, Massachusetts General Hospital (DBR, JWR, RS), Boston MA

Tóm tắt

AbstractThe authors present a four‐step model of debriefing as formative assessment that blends evidence and theory from education research, the social and cognitive sciences, experience drawn from conducting over 3,000 debriefings, and teaching debriefing to approximately 1,000 clinicians worldwide. The steps are to: 1) note salient performance gaps related to predetermined objectives, 2) provide feedback describing the gap, 3) investigate the basis for the gap by exploring the frames and emotions contributing to the current performance level, and 4) help close the performance gap through discussion or targeted instruction about principles and skills relevant to performance. The authors propose that the model, designed for postsimulation debriefings, can also be applied to bedside teaching in the emergency department (ED) and other clinical settings.

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Academic Emergency Medicine

Tập 15 Số 11

1010-1016

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