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A Pilot Study to Explore Novice Debriefers’ Post-Simulation Debriefing Experiences

机译：试点研究探索新手汇报的模拟后汇报经验

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Introduction. Effective debriefing of simulation-based experiences is critical for learning. Approximately 33% of health professions instructors are debriefing novices. However, specific faculty development needs of novice debriefers has not been studied. This study examines how health professions instructors approach debriefing when they are new to debriefing simulation-based experiences. Methods. This pilot qualitative study used a thematic analysis approach to explore novice debriefers’ experiences in conducting post-simulation debriefings. Eligible participants engaged in one-hour semi-structured interviews. Recruitment continued until data saturation was reached. We reviewed verbatim interview transcripts, hand-coded the data, and formed codes into themes. Results. Nine novice debriefers participated. The overarching theme “I’m on my own…and they’re on their own,” reflects debriefers ’ view that they are on their own, without resources. Debriefers also believe learners should identifying their own errors. Three main themes emerged: “Deep divide between me and the learners” portrays a separation between debriefers and learners in terms of expectations, roles, and responsibilities. “Winging it” depicts debriefers ’ making-up their own debriefing approaches. “ Debriefing quality: missing pieces of the puzzle” portrays novice debriefers unaware of criteria for effective debriefing . Conclusions. Novice debriefers in this study perceived that they were on their own, having little to no debriefing training and mentorship. Study participants expressed debriefing struggles in several areas including discussing errors, facilitating learner participation, and assessing debriefing quality. Our findings shed light on simulation as a growing specialty by health profession educators and it is critical that resources are devoted to faculty development for debriefing skill acquisition . These findings can serve as a basis for future studies on debriefer skill acquisition .
机译：介绍。基于仿真的经验，有效的汇报是学习的关键。卫生专业教官的约33％的述职新手。然而，新手侨检核的具体教师发展需求尚未研究。本研究探讨时，他们是新的述职基于仿真的经验卫生专业讲师方法如何述职。方法。这项试验定性研究采用主题分析方法，探讨开展后仿真汇报新手侨检核的经验。合格的参与者从事一小时半结构式访谈。招聘一直持续到数据饱和为止。我们回顾逐字访谈记录，手工编码的数据，并形成规范为主题。结果。九个新手侨检核参与。总的主题：“我对我自己的......而且他们自己，”反映侨检核的意见，认为他们是靠自己，没有资源。侨检核也认为学习者应该确定自己的错误。三大主题出现了：“我和学生之间深深的鸿沟”中描绘的期望，角色和责任方面侨检核和学习者之间的分离。 “翼状”则以侨检核”制，建立自己的述职办法。 “述职质量：拼图的缺失部分”的portrays新手侨检核不知道有效的述职标准。结论。在这项研究中新手侨检核看出他们是在他们自己的，有很少或几乎没有汇报培训和指导。研究参与者表示在几个领域，包括讨论错误，促进学生参与，并评估述职质量述职斗争。我们的研究结果阐明了模拟由卫生职业教育越来越专业，这是至关重要的资源用于师资队伍建设的述职技能获得。这些研究结果可以作为今后debriefer获得技能的研究奠定了基础。

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