From the KidSim-ASPIRE Research Program, Alberta Children's Hospital, Departments of Pediatrics and Emergency Medicine (A.C.), Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada; Departments of Pediatrics and Medical Education (W.E.), Northwestern University Feinberg School of Medicine, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL; Simulation Center (M.K.), UniversitatsSpital Zurich, Zurich, Switzerland; Department of Emergency Medicine (M.M.), NYC Health + Hospitals/Harlem, Health + Hospitals/Simulation Center, Columbia University; Department of Obstetrics and Gynecology (K.B.), NYC Health + Hospitals/Jacobi, Albert Einstein College of Medicine, New York, NY; and KidSIM Simulation Program (V.G.), Alberta Children's Hospital, Departments of Pediatrics and Emergency Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada.
Simul Healthc. 2020 Feb;15(1):55-60. doi: 10.1097/SIH.0000000000000398.
Despite the critical importance of debriefing in simulation-based education, existing literature offers little guidance on how debriefing skills develop over time. An elaboration of the trajectory through which debriefing expertise evolves would help inform educators looking to enhance their skills. In this article, we present a new conceptual framework for the development of debriefing skills based on a modification of Dreyfus and Dreyfus' model of skill development. For each of the 3 stages of debriefing skill development-discovery, growth, and maturity, we highlight characteristics of debriefers, requisite knowledge, and key skills. We propose how faculty development experiences map to each stage of debriefing skill development. We hope the new conceptual framework will advance the art and science of debriefing by shaping future faculty development initiatives, research, and innovation in debriefing.
尽管在基于模拟的教育中，汇报至关重要，但现有文献几乎没有提供关于汇报技能如何随着时间发展的指导。详细说明汇报专业知识是如何发展的，将有助于指导那些希望提高技能的教育工作者。在本文中，我们根据 Dreyfus 和 Dreyfus 的技能发展模型的修改，提出了一个新的汇报技能发展的概念框架。对于汇报技能发展的 3 个阶段——发现、成长和成熟，我们强调了汇报者的特点、必要的知识和关键技能。我们提出了教学发展经验如何与汇报技能发展的每个阶段相匹配。我们希望新的概念框架将通过塑造未来的教学发展计划、研究和汇报创新，来推进汇报的艺术和科学。
