Eppich Walter, Cheng Adam
From the Department of Medical Education (W.E.), Northwestern Feinberg School of Medicine; Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL; and KidSIM Simulation Program (A.C.), Department of Pediatrics, Alberta Children's Hospital, Calgary, Canada.
Simul Healthc. 2015 Apr;10(2):106-15. doi: 10.1097/SIH.0000000000000072.
We describe an integrated conceptual framework for a blended approach to debriefing called PEARLS [Promoting Excellence And Reflective Learning in Simulation]. We provide a rationale for scripted debriefing and introduce a PEARLS debriefing tool designed to facilitate implementation of the new framework. The PEARLS framework integrates 3 common educational strategies used during debriefing, namely, (1) learner self-assessment, (2) facilitating focused discussion, and (3) providing information in the form of directive feedback and/or teaching. The PEARLS debriefing tool incorporates scripted language to guide the debriefing, depending on the strategy chosen. The PEARLS framework and debriefing script fill a need for many health care educators learning to facilitate debriefings in simulation-based education. The PEARLS offers a structured framework adaptable for debriefing simulations with a variety in goals, including clinical decision making, improving technical skills, teamwork training, and interprofessional collaboration.
我们描述了一种用于混合式汇报的综合概念框架，称为PEARLS[促进模拟中的卓越与反思性学习]。我们为脚本式汇报提供了理论依据，并介绍了一种PEARLS汇报工具，旨在促进新框架的实施。PEARLS框架整合了汇报过程中使用的三种常见教育策略，即：(1)学习者自我评估；(2)促进有重点的讨论；(3)以指导性反馈和/或教学的形式提供信息。PEARLS汇报工具根据所选策略，纳入了用于指导汇报的脚本化语言。PEARLS框架和汇报脚本满足了许多医疗保健教育工作者在基于模拟的教育中学习促进汇报的需求。PEARLS提供了一个结构化框架，适用于具有各种目标的模拟汇报，包括临床决策、提高技术技能、团队合作培训和跨专业协作。
