The “Timeline Debriefing Tool”: a tool for structuring the debriefing description phase

Fanning R, Gaba D. The role of debriefing in simulation-based learning. Simul Healthc. 2007;2(2):115–25. Raemer D, Anderson M, Cheng A, Fanning R, Nadkarni V, Savoldelli G. Research regarding debriefing as part of the learning process. Simul Healthc. 2011;7(6):S52–7. Levin H, Cheng A, Catena H, Chatfield J, Cripps A, Bisset W, Burgess G, Landry K, Assad MA, Grant V. Debriefing frameworks and methods. In: Chiniara G, editor. Clinical simulation. London: Academic; 2019. p. 483–505. Riviere E, Jaffrelot M, Jouquan J, Chiniara G. Debriefing for the transfer of learning: the importance of context. Acad Med. 2019;94(6):796–803. Tannenbaum S, Cesaroli C. Do team and individual debriefs enhance performance? A meta-analysis. Hum Factors. 2013;55(1):231–45. Cheng A, Eppich W, Grant V, Sherbino J, Zendejas B, Cook DA. Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. Med Educ. 2014;48:657–66. Dufrene C. Young, A. Successful debriefing. Best methods to achieve positive learning outcomes: a literature review. Nurse Educ Today. 2014;34(3):372–6. Levett-Jones T, Lapkin S. A systematic review of the effectiveness of simulation debriefing in health professional education. Nurse Educ Today. 2014;34(6):e58–63. Garden A, Le Fevre D, Waddington H, Weller J. Debriefing after simulation based non-technical skill training in healthcare: a systematic review of effective practice. Anaesth Intensive Care. 2015;43(3):300–8. Hall K, Tori K. Best practice recommendations for debriefing in simulation-based education for Australian undergraduate nursing students: an integrative review. Simulation Nurs. 2017;13(1):39–50. Johnston S, Coyer F, Nash R. Kirkpatrick’s evaluation of simulation and debriefing in healthcare education: a systematic review. J Nurs Educ. 2018;57(7):393–8. Dreifuerst K. Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. J Nurs Educ. 2012;51(6):326–33. Eppich W, Cheng A. Promoting excellence and reflective learning in simulation (PEARLS). Development and rationale for a blended approach to health care simulation debriefing. Simul Healthc. 2015;10(2):106–15. Dieckmann P, Patterson M, Saadi L, Mesman J, Nyström P, Krage R. Variation and adaptation: learning from success in safety-oriented simulation training. Adv Simul. 2017;2:21. Sawyer T, Eppich W, Brett-Fleegler M, Grant V, Cheng A. More than one way to debrief. A critical review of healthcare simulation debriefing method. Simul Healthc. 2016;11(3):209–17. Tulving E, Thomson DM. Encoding specificity and retrieval processes in episodic memory. Psychol Rev. 1973;80:359–80. Flexter A, Tulving E. (1978). Retrieval independance in recognition and recall. Psychol Rev. 1978;85:153–71. Thomson DM, Tulving E. Associative encoding and retrieval: weak and strong cues. J Exp Psychol. 1970;86(2):255–62. Steinwachs B. How to facilitate a debriefing. Simul Gaming. 1992;23(2):186–95. Villado A, Arthur W. The comparative effect of subjective and objective after action reviews on team performance in a complex task. J Appl Psychol. 2013;98(3):514–28. Rudolph JW, Simon R, Raemer DB, Eppich WJ. Debriefing as formative assessment: closing performance gaps in medical education. Acad Emerg Med. 2008;15(11):1010–6. Banks M, Zeitlyn D. Visual methods in social research. 2nd edition. ed. London. Thousand Oaks: SAGE; 2015. Bezemer J. Visual research in clinical education. Med Educ. 2015;51(1):105–13. Cheng A, Morse K, Rudolph J, Arab A, Runnacles J, Eppich W. Learner-centered debriefing for healthcare simulation education. Simul Healthc. 2016;11(1):32–40. Cheng A, Grant V, Dieckmann P, Arora S, Robinson T, Eppich W. Faculty development for simulation programs. Simul Healthc. 2015;10(4):217–22. Ahmed M, Arora S, Russ S, Darzi A, Vincent C, Sevdalis N. Operation debrief: a SHARP improvement in performance feedback in the operating room. Ann Surg. 2013;258:958Y963. HusebØ SE, Dieckmann P, Rystedf H, Soreide E, Friberg F. The relationship between facilitators’s questions and the level of reflexion in post simulation debriefing. Simul Healthc. 2013;8(3):134–42. Cheng A, Rodgers D, Van Der Jagt E, Eppich W, O’Donnell J. Evolution of the pediatric advanced life support course: enhanced learning with a new debriefing tool and web-based module for pediatric advanced life support instructors. Pediatr Crit Care Med. 2012;13(5):589Y595. Kolbe M, Weiss M, Grote G, et al. TeamGAINS: a tool for structured debriefings for simulation-based team trainings. BMJ Qual Saf. 2013;22:541Y553. Piaget J. The development of thought: equilibration of cognitive structures. New York: Viking; 1977. Limon M. On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal. Learn Instruct. 2001;11:357–80. Rudolph J, Simon R, Dufresne R, Raemer D. There’s no such thing as “nonjudgmental” debriefing: a theory and method for debriefing with good judgment. Simul Healthc. 2006;1(1):49–55. Rudolph J, Simon R, Rivard P, Dufresne R, Raemer D. Debriefing with good judgment: combining rigorous feedback with genuine inquiry. Anesthesiol Clin. 2007;25(2):361–76. Husebø SE, O’Reagan S. Reflexive practice and its role in simulation. Clin Simul Nurs. 2015;11(8):368–75. Fraser KL, Meguerdichian MJ, Haws JT, Grant VJ, Bajaj K, Cheng A. Cognitive load theory for debriefing simulations: implication for faculty development. Adv Simul. 2018;3:28. Fraser KL, Ayres P, Sweller J. Cognitive load theory for the design of medical simulations. Simul Healthc. 2015;10(5):295–307. Van Merrienboer JJG, Sweller J. Cognitive load theory in health professional education: design principles and strategies. Med Educ. 2010;44(44):85–93.