Rudolph Jenny W, Simon Robert, Raemer Daniel B, Eppich Walter J
Center for Medical Simulation, Cambridge, MA, USA.
Acad Emerg Med. 2008 Nov;15(11):1010-6. doi: 10.1111/j.1553-2712.2008.00248.x. Epub 2008 Oct 20.
The 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.
作者提出了一个用于总结汇报的四步模型，作为形成性评估，该模型融合了教育研究、社会科学和认知科学的证据与理论，以及超过3000次总结汇报的经验，还包括向全球约1000名临床医生教授总结汇报的经验。这四个步骤分别是：1）指出与预定目标相关的显著表现差距；2）提供描述差距的反馈；3）通过探究影响当前表现水平的思维框架和情绪来调查差距产生的原因；4）通过讨论或针对与表现相关的原则和技能的定向指导来帮助缩小表现差距。作者认为，该为模拟后总结汇报设计的模型也可应用于急诊科（ED）及其他临床环境中的床边教学。
