Kumar Prashant, Collins Kathleen, Oliver Nathan, Duys Rowan, Park-Ross Jocelyn Frances, Paton Catherine, Laws-Chapman Colette, Eppich Walter, McGowan Neil
From the Department of Anaesthesia (P.K.), NHS Greater Glasgow & Clyde, Scotland, United Kingdom; Department of Medical Education (P.K., N.M.), NHS Greater Glasgow & Clyde, Scotland, United Kingdom; School of Medicine (P.K., K.C., C.P., N.M.), Dentistry & Nursing, University of Glasgow, Scotland, United Kingdom; Department of Medical Education (K.C., C.P.), NHS Lanarkshire, Scotland, United Kingdom; School of Nursing & Midwifery (N.O.), University of Canberra, Canberra, Australia; College of Medicine & Veterinary Medicine (N.O.), University of Edinburgh, Scotland, United Kingdom; Department of Anaesthesia and Perioperative Medicine (R.D.), University of Cape Town, Cape Town, South Africa; Division of Global Surgery (R.D., J.F.P.-R.), Department of Surgery, University of Cape Town, Cape Town, South Africa; Simulation in Healthcare for African Research and Education (SHARE) Initiative (J.F.P.-R.), South Africa; Simulation & Interactive Learning Centre (C.L.-C.), Guys & St Thomas' NHS Foundation Trust, United Kingdom, and Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia (W.E.).
Simul Healthc. 2025 Jun 1;20(3):199-204. doi: 10.1097/SIH.0000000000000830. Epub 2024 Oct 21.
Otherwise known as debriefing the debrief, meta-debriefing describes the practice of debriefing simulation facilitators after they have facilitated, or observed, a debriefing. It is a vital component of enhancing debriefing skills, irrespective of where debriefers may be in terms of their professional development journey from novice to expert. We present the following 4 fundamental pillars, which underpin the creation of an impactful meta-debriefing strategy: theoretically driven, psychologically safe, context dependent, and formative in function. Furthermore, we describe various strategies that, underpinned by these 4 key pillars, contribute to a toolbox of techniques that enable meta-debriefers to develop proficiency and flexibility in their practice. We have synthesized and critically reviewed the current evidence base, derived mostly from the debriefing literature, and highlighted gaps to address in meta-debriefing contexts. We hope this article stimulates discussion among simulation practitioners, progresses the science and art of meta-debriefing, and prompts further research so that meta-debriefing can become an integral evidence-based component of our faculty development processes.
元反思也被称为对反思进行反思,它描述的是在模拟 facilitator 完成或观察完一次反思后,对他们进行反思的做法。无论反思者在从新手到专家的专业发展历程中处于何种阶段,元反思都是提升反思技能的重要组成部分。我们提出以下四个基本支柱,它们是制定有效元反思策略的基础:理论驱动、心理安全、依赖情境以及具有形成性作用。此外,我们还描述了各种策略,这些策略以这四个关键支柱为支撑,构成了一个技术工具箱,使元反思者能够在实践中提高熟练度和灵活性。我们综合并批判性地审视了当前的证据基础,这些证据大多来自反思文献,并突出了在元反思背景下需要解决的差距。我们希望本文能激发模拟从业者之间的讨论,推动元反思的科学与艺术发展,并促使进一步的研究,以便元反思能够成为我们教师发展过程中基于证据的不可或缺的组成部分。