Changing the conversation: impact of guidelines designed to optimize interprofessional facilitation of simulation-based team training.
Co-debriefing
Co-facilitation
Collaboration
Communication
Interprofessional
Simulation
Teamwork
Journal
Advances in simulation (London, England)
ISSN: 2059-0628
Titre abrégé: Adv Simul (Lond)
Pays: England
ID NLM: 101700425
Informations de publication
Date de publication:
12 Oct 2024
12 Oct 2024
Historique:
received:
17
05
2024
accepted:
20
09
2024
medline:
12
10
2024
pubmed:
12
10
2024
entrez:
11
10
2024
Statut:
epublish
Résumé
Interprofessional simulation-based team training (ISBTT) is commonly used to optimize interprofessional teamwork in healthcare. The literature documents the benefits of ISBTT, yet effective interprofessional collaboration continues to be challenged by complex hierarchies and power dynamics. Explicitly addressing these issues during ISBTT may help participants acquire skills to navigate such challenges, but guidelines on how to do this are limited. We applied an educational design research approach to develop and pilot structured facilitator guidelines that explicitly address power and hierarchy with interprofessional teams. We conducted this work in a previously established ISBTT program at our institution, between September 2020 and December 2021. We first reviewed the literature to identify relevant educational theories and developed design principles. We subsequently designed, revised, and tested guidelines. We used qualitative thematic and content analysis of facilitator interviews and video-recording of IBSTT sessions to evaluate the effects of the guidelines on the pre- and debriefs. Qualitative content analysis showed that structured guidelines shifted debriefing participation and content. Debriefings changed from physician-led discussions with a strong focus on medical content to conversations with more equal participation by nurses and physicians and more emphasis on teamwork and communication. The thematic analysis further showed how the conversation during debriefing changed and how interprofessional learning improved after the implementation of the guidelines. While power and hierarchy were more frequently discussed, for many facilitators these topics remained challenging to address. We successfully created and implemented guidelines for ISBTT facilitators to explicitly address hierarchy and power. Future work will explore how this approach to ISBTT impacts interprofessional collaboration in clinical practice.
Sections du résumé
BACKGROUND
BACKGROUND
Interprofessional simulation-based team training (ISBTT) is commonly used to optimize interprofessional teamwork in healthcare. The literature documents the benefits of ISBTT, yet effective interprofessional collaboration continues to be challenged by complex hierarchies and power dynamics. Explicitly addressing these issues during ISBTT may help participants acquire skills to navigate such challenges, but guidelines on how to do this are limited.
METHODS
METHODS
We applied an educational design research approach to develop and pilot structured facilitator guidelines that explicitly address power and hierarchy with interprofessional teams. We conducted this work in a previously established ISBTT program at our institution, between September 2020 and December 2021. We first reviewed the literature to identify relevant educational theories and developed design principles. We subsequently designed, revised, and tested guidelines. We used qualitative thematic and content analysis of facilitator interviews and video-recording of IBSTT sessions to evaluate the effects of the guidelines on the pre- and debriefs.
RESULTS
RESULTS
Qualitative content analysis showed that structured guidelines shifted debriefing participation and content. Debriefings changed from physician-led discussions with a strong focus on medical content to conversations with more equal participation by nurses and physicians and more emphasis on teamwork and communication. The thematic analysis further showed how the conversation during debriefing changed and how interprofessional learning improved after the implementation of the guidelines. While power and hierarchy were more frequently discussed, for many facilitators these topics remained challenging to address.
CONCLUSION
CONCLUSIONS
We successfully created and implemented guidelines for ISBTT facilitators to explicitly address hierarchy and power. Future work will explore how this approach to ISBTT impacts interprofessional collaboration in clinical practice.
Identifiants
pubmed: 39394595
doi: 10.1186/s41077-024-00313-3
pii: 10.1186/s41077-024-00313-3
doi:
Types de publication
Journal Article
Langues
eng
Pagination
43Informations de copyright
© 2024. The Author(s).
Références
Weaver SJ, Lyons R, DiazGranados D, et al. The anatomy of health care team training and the state of practice: a critical review. Acad Med J Assoc Am Med Coll. 2010;85(11):1746–60. https://doi.org/10.1097/ACM.0b013e3181f2e907 .
doi: 10.1097/ACM.0b013e3181f2e907
Palaganas JC, Epps C, Raemer DB. A history of simulation-enhanced interprofessional education. J Interprof Care. 2014;28(2):110–5. https://doi.org/10.3109/13561820.2013.869198 .
doi: 10.3109/13561820.2013.869198
pubmed: 24372044
King HB, Battles J, Baker DP, et al. TeamSTEPPSTM: team strategies and tools to enhance performance and patient safety. In: Henriksen K, Battles JB, Keyes MA, Grady ML, eds. Advances in patient safety: new directions and alternative approaches (vol. 3: performance and tools). Advances in patient safety. Agency for Healthcare Research and Quality (US); 2008. http://www.ncbi.nlm.nih.gov/books/NBK43686/ . Accessed 11 Sept 2022. .
Buljac-Samardzic M, Dekker-van Doorn CM, van Wijngaarden JDH, van Wijk KP. Interventions to improve team effectiveness: a systematic review. Health Policy Amst Neth. 2010;94(3):183–95. https://doi.org/10.1016/j.healthpol.2009.09.015 .
doi: 10.1016/j.healthpol.2009.09.015
Eppich W, Howard V, Vozenilek J, Curran I. Simulation-based team training in healthcare. Simul Healthc J Soc Simul Healthc. 2011;6(Suppl):S14–19. https://doi.org/10.1097/SIH.0b013e318229f550 .
doi: 10.1097/SIH.0b013e318229f550
Alsabri M, Boudi Z, Lauque D, et al. Impact of teamwork and communication training interventions on safety culture and patient safety in emergency departments: a systematic review. J Patient Saf. 2022;18(1):e351–61. https://doi.org/10.1097/PTS.0000000000000782 .
doi: 10.1097/PTS.0000000000000782
pubmed: 33890752
Lapierre A, Bouferguene S, Gauvin-Lepage J, Lavoie P, Arbour C. Effectiveness of interprofessional manikin-based simulation training on teamwork among real teams during trauma resuscitation in adult emergency departments: a systematic review. Simul Healthc J Soc Simul Healthc. 2020;15(6):409–21. https://doi.org/10.1097/SIH.0000000000000443 .
doi: 10.1097/SIH.0000000000000443
Cullati S, Bochatay N, Maître F, et al. When team conflicts threaten quality of care: a study of health care professionals’ experiences and perceptions. Mayo Clin Proc Innov Qual Outcomes. 2019;3(1):43–51. https://doi.org/10.1016/j.mayocpiqo.2018.11.003 .
doi: 10.1016/j.mayocpiqo.2018.11.003
pubmed: 30899908
pmcid: 6408685
Bochatay N, Bajwa NM, Cullati S, et al. A multilevel analysis of professional conflicts in health care teams: insight for future training. Acad Med J Assoc Am Med Coll. 2017;92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S84-S92. https://doi.org/10.1097/ACM.0000000000001912 .
Lyndon A, Zlatnik MG, Maxfield DG, Lewis A, McMillan C, Kennedy HP. Contributions of clinical disconnections and unresolved conflict to failures in intrapartum safety. J Obstet Gynecol Neonatal Nurs JOGNN. 2014;43(1):2–12. https://doi.org/10.1111/1552-6909.12266 .
doi: 10.1111/1552-6909.12266
pubmed: 24354506
Kim S, Bochatay N, Relyea-Chew A, et al. Individual, interpersonal, and organisational factors of healthcare conflict: a scoping review. J Interprof Care. 2017;31(3):282–90. https://doi.org/10.1080/13561820.2016.1272558 .
doi: 10.1080/13561820.2016.1272558
pubmed: 28276847
Jerng JS, Huang SF, Liang HW, et al. Workplace interpersonal conflicts among the healthcare workers: retrospective exploration from the institutional incident reporting system of a university-affiliated medical center. PLoS ONE. 2017;12(2): e0171696. https://doi.org/10.1371/journal.pone.0171696 .
doi: 10.1371/journal.pone.0171696
pubmed: 28166260
pmcid: 5293271
Paradis E, Leslie M, Gropper MA. Interprofessional rhetoric and operational realities: an ethnographic study of rounds in four intensive care units. Adv Health Sci Educ Theory Pract. 2016;21(4):735–48. https://doi.org/10.1007/s10459-015-9662-5 .
doi: 10.1007/s10459-015-9662-5
pubmed: 26704051
Janss R, Rispens S, Segers M, Jehn KA. What is happening under the surface? Power, conflict and the performance of medical teams. Med Educ. 2012;46(9):838–49. https://doi.org/10.1111/j.1365-2923.2012.04322.x .
doi: 10.1111/j.1365-2923.2012.04322.x
pubmed: 22891905
Weller J, Boyd M, Cumin D. Teams, tribes and patient safety: overcoming barriers to effective teamwork in healthcare. Postgrad Med J. 2014;90(1061):149–54. https://doi.org/10.1136/postgradmedj-2012-131168 .
doi: 10.1136/postgradmedj-2012-131168
pubmed: 24398594
Lackie K, Hayward K, Ayn C, et al. Creating psychological safety in interprofessional simulation for health professional learners: a scoping review of the barriers and enablers. J Interprof Care. 2023;37(2):187–202. https://doi.org/10.1080/13561820.2022.2052269 .
doi: 10.1080/13561820.2022.2052269
pubmed: 35403551
Vauk S, Seelandt JC, Huber K, Grande B, Kolbe M. Exposure to incivility does not hinder speaking up: a randomised controlled high-fidelity simulation-based study. Br J Anaesth. 2022;129(5):776–87. https://doi.org/10.1016/j.bja.2022.07.050 .
doi: 10.1016/j.bja.2022.07.050
pubmed: 36075775
Pack R, Columbus L, Duncliffe TH, et al. “Maybe I’m not that approachable”: using simulation to elicit team leaders’ perceptions of their role in facilitating speaking up behaviors. Adv Simul. 2022;7(1):31. https://doi.org/10.1186/s41077-022-00227-y .
doi: 10.1186/s41077-022-00227-y
Barlow M, Watson B, Jones E, Maccallum F, Morse KJ. The influence of professional identity on how the receiver receives and responds to a speaking up message: a cross-sectional study. BMC Nurs. 2023;22(1):26. https://doi.org/10.1186/s12912-023-01178-z .
doi: 10.1186/s12912-023-01178-z
pubmed: 36710343
pmcid: 9884599
Kolbe M, Marty A, Seelandt J, Grande B. How to debrief teamwork interactions: using circular questions to explore and change team interaction patterns. Adv Simul. 2016;1(1):29. https://doi.org/10.1186/s41077-016-0029-7 .
doi: 10.1186/s41077-016-0029-7
Kolbe M, Weiss M, Grote G, et al. TeamGAINS: a tool for structured debriefings for simulation-based team trainings. BMJ Qual Saf. 2013;22(7):541–53. https://doi.org/10.1136/bmjqs-2012-000917 .
doi: 10.1136/bmjqs-2012-000917
pubmed: 23525093
Weiss M, Kolbe M, Grote G, Spahn DR, Grande B. Why didn’t you say something? Effects of after-event reviews on voice behaviour and hierarchy beliefs in multi-professional action teams. Eur J Work Organ Psychol. 2017;26(1):66–80. https://doi.org/10.1080/1359432X.2016.1208652 .
doi: 10.1080/1359432X.2016.1208652
Raemer DB, Kolbe M, Minehart RD, Rudolph JW, Pian-Smith MCM. Improving anesthesiologists’ ability to speak up in the operating room: a randomized controlled experiment of a simulation-based intervention and a qualitative analysis of hurdles and enablers. Acad Med. 2016;91(4):530–9. https://doi.org/10.1097/ACM.0000000000001033 .
doi: 10.1097/ACM.0000000000001033
pubmed: 26703413
Pian-Smith MCM, Simon R, Minehart RD, et al. Teaching residents the two-challenge rule: a simulation-based approach to improve education and patient safety. Simul Healthc J Soc Simul Healthc. 2009;4(2):84–91. https://doi.org/10.1097/SIH.0b013e31818cffd3 .
doi: 10.1097/SIH.0b013e31818cffd3
Kim S, Appelbaum NP, Baker N, et al. Patient safety over power hierarchy: a scoping review of healthcare professionals’ speaking-up skills training. J Healthc Qual Off Publ Natl Assoc Healthc Qual. 2020;42(5):249–63. https://doi.org/10.1097/JHQ.0000000000000257 .
doi: 10.1097/JHQ.0000000000000257
van Schaik S, Plant J, O’Brien B. Challenges of interprofessional team training: a qualitative analysis of residents’ perceptions. Educ Health Abingdon Engl. 2015;28(1):52–7. https://doi.org/10.4103/1357-6283.161883 .
doi: 10.4103/1357-6283.161883
Holmes C, Mellanby E. Debriefing strategies for interprofessional simulation—a qualitative study. Adv Simul. 2022;7(1):18. https://doi.org/10.1186/s41077-022-00214-3 .
doi: 10.1186/s41077-022-00214-3
Bochatay N, Ju M, O’Brien BC, van Schaik SM. A scoping review of interprofessional simulation-based team training programs. Simul Healthc J Soc Simul Healthc. Published online March 25, 2024. https://doi.org/10.1097/SIH.0000000000000792 .
Ju M, Bochatay N, Robertson K, Frank J, O’Brien B, van Schaik S. From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based education. BMC Med Educ. 2022;22(1):301. https://doi.org/10.1186/s12909-022-03370-2 .
doi: 10.1186/s12909-022-03370-2
pubmed: 35449012
pmcid: 9027347
Robertson K, Ju M, O’Brien BC, van Schaik SM, Bochatay N. Exploring the role of power during debriefing of interprofessional simulations. J Interprof Care. 2022:1–9. https://doi.org/10.1080/13561820.2022.2029371 . Published online Feb 2. .
Greer LL, de Jong BA, Schouten ME, Dannals JE. Why and when hierarchy impacts team effectiveness: a meta-analytic integration. J Appl Psychol. 2018;103(6):591–613. https://doi.org/10.1037/apl0000291 .
doi: 10.1037/apl0000291
pubmed: 29369654
Zhu J, Liao Z, Yam KC, Johnson R. Shared leadership: a state-of-the-art review and future research agenda. Published online May 4, 2018. https://papers.ssrn.com/abstract=3173593 . Accessed 15 Jul 2024 .
Greer LL, Van Bunderen L, Yu S. The dysfunctions of power in teams: a review and emergent conflict perspective. Res Organ Behav. 2017;37:103–24. https://doi.org/10.1016/j.riob.2017.10.005 .
doi: 10.1016/j.riob.2017.10.005
Edmondson AC. The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth. Hoboken: Wiley; 2018.
Grégoire M, Delalieux G, Fatien P. Alternative leadership and the pitfalls of hierarchy: when formalization enables power to be tamed. Leadership. 2022;18(6):729–53. https://doi.org/10.1177/17427150221128358 .
doi: 10.1177/17427150221128358
Boet S, Bould MD, Layat Burn C, Reeves S. Twelve tips for a successful interprofessional team-based high-fidelity simulation education session. Med Teach. 2014;36(10):853–7. https://doi.org/10.3109/0142159X.2014.923558 .
doi: 10.3109/0142159X.2014.923558
pubmed: 25023765
pmcid: 4245993
Somerville SG, Harrison NM, Lewis SA. Twelve tips for the pre-brief to promote psychological safety in simulation-based education. Med Teach. 2023;45(12):1349–56. https://doi.org/10.1080/0142159X.2023.2214305 .
doi: 10.1080/0142159X.2023.2214305
pubmed: 37210674
Morris M, Eppich WJ. Changing workplace-based education norms through “collaborative intentionality.” Med Educ. 2021;55(8):885–7. https://doi.org/10.1111/medu.14564 .
doi: 10.1111/medu.14564
pubmed: 33991359
Baker L, Egan-Lee E, Martimianakis MAT, Reeves S. Relationships of power: implications for interprofessional education. J Interprof Care. 2011;25(2):98–104. https://doi.org/10.3109/13561820.2010.505350 .
doi: 10.3109/13561820.2010.505350
pubmed: 20846045
Hall LW, Zierler BK. Interprofessional education and practice guide no. 1: developing faculty to effectively facilitate interprofessional education. J Interprof Care. 2015;29(1):3–7. https://doi.org/10.3109/13561820.2014.937483 .
doi: 10.3109/13561820.2014.937483
pubmed: 25019466
Dreifuerst KT. The essentials of debriefing in simulation learning: a concept analysis. Nurs Educ Perspect. 2009;30(2):109–14.
pubmed: 19476076
Fanning RM, Gaba DM. The role of debriefing in simulation-based learning. Simul Healthc J Soc Simul Healthc. 2007;2(2):115–25. https://doi.org/10.1097/SIH.0b013e3180315539 .
doi: 10.1097/SIH.0b013e3180315539
Levett-Jones T, Lapkin S. A systematic review of the effectiveness of simulation debriefing in health professional education. Nurse Educ Today. 2014;34(6):e58–63. https://doi.org/10.1016/j.nedt.2013.09.020 .
doi: 10.1016/j.nedt.2013.09.020
pubmed: 24169444
Shinnick MA, Woo M, Horwich TB, Steadman R. Debriefing: the most important component in simulation? Clin Simul Nurs. 2011;7(3):e105–11. https://doi.org/10.1016/j.ecns.2010.11.005 .
doi: 10.1016/j.ecns.2010.11.005
Tannenbaum SI, Cerasoli CP. Do team and individual debriefs enhance performance? A meta-analysis. Hum Factors. 2013;55(1):231–45. https://doi.org/10.1177/0018720812448394 .
doi: 10.1177/0018720812448394
pubmed: 23516804
Lyons R, Lazzara EH, Benishek LE, et al. Enhancing the effectiveness of team debriefings in medical simulation: more best practices. Jt Comm J Qual Patient Saf. 2015;41(3):115–25. https://doi.org/10.1016/s1553-7250(15)41016-5 .
doi: 10.1016/s1553-7250(15)41016-5
pubmed: 25977127
Zigmont JJ, Kappus LJ, Sudikoff SN. The 3D model of debriefing: defusing, discovering, and deepening. Semin Perinatol. 2011;35(2):52–8. https://doi.org/10.1053/j.semperi.2011.01.003 .
doi: 10.1053/j.semperi.2011.01.003
pubmed: 21440811
Rudolph JW, Simon R, Dufresne RL, Raemer DB. There’s no such thing as “nonjudgmental” debriefing: a theory and method for debriefing with good judgment. Simul Healthc J Soc Simul Healthc. 2006;1(1):49–55. https://doi.org/10.1097/01266021-200600110-00006 .
doi: 10.1097/01266021-200600110-00006
Bajaj K, Meguerdichian M, Thoma B, Huang S, Eppich W, Cheng A. The PEARLS healthcare debriefing tool. Acad Med. 2018;93(2):336–336. https://doi.org/10.1097/ACM.0000000000002035 .
doi: 10.1097/ACM.0000000000002035
pubmed: 29381495
Lindqvist SM, Reeves S. Facilitators’ perceptions of delivering interprofessional education: a qualitative study. Med Teach. 2007;29(4):403–5. https://doi.org/10.1080/01421590701509662 .
doi: 10.1080/01421590701509662
pubmed: 17786761
Begley CM. Developing inter-professional learning: tactics, teamwork and talk. Nurse Educ Today. 2009;29(3):276–83. https://doi.org/10.1016/j.nedt.2008.09.006 .
doi: 10.1016/j.nedt.2008.09.006
pubmed: 19124176
Cheng A, Palaganas J, Eppich W, Rudolph J, Robinson T, Grant V. Co-debriefing for Simulation-based education: a primer for facilitators. Simul Healthc J Soc Simul Healthc. 2015;10(2):69–75. https://doi.org/10.1097/SIH.0000000000000077 .
doi: 10.1097/SIH.0000000000000077
McKenney S, Reeves TC. Educational design research. In: Spector JM, Merrill MD, Elen J, Bishop MJ, editors. Handbook of research on educational communications and technology. Springer; 2014. p. 131- 140. https://doi.org/10.1007/978-1-4614-3185-5_11 .
doi: 10.1007/978-1-4614-3185-5_11
McKenney S, Reeves TC. Educational design research: portraying, conducting, and enhancing productive scholarship. Med Educ. 2021;55(1):82–92. https://doi.org/10.1111/medu.14280 .
doi: 10.1111/medu.14280
pubmed: 32564385
Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101. https://doi.org/10.1191/1478088706qp063oa .
doi: 10.1191/1478088706qp063oa
Presmeg N. Approaches to qualitative research in mathematics education. Adv Math Educ. Published online Jan 1 2015. https://www.academia.edu/86706116/Approaches_to_Qualitative_Research_in_Mathematics_Education . Accessed 15 Jul 2024. .
Kohlbacher F. The use of qualitative content analysis in case study research. Forum Qual Sozialforschung Forum Qual Soc Res. 2006;7(1):1–30. https://doi.org/10.17169/fqs-7.1.75 .
doi: 10.17169/fqs-7.1.75
Burford B. Group processes in medical education: learning from social identity theory. Med Educ. 2012;46(2):143–52. https://doi.org/10.1111/j.1365-2923.2011.04099.x .
doi: 10.1111/j.1365-2923.2011.04099.x
pubmed: 22239328
Tajfel H, Turner JC. An integrative theory of intergroup conflict. In: Austin WG, Worchel S, editors. The social psychology of intergroup relations. Monterey: Brooks/Cole; 1979. p. 33–7.
Taylor EW. Transformative learning theory. In: Laros A, Fuhr T, Taylor EW, eds. Transformative Learning Meets Bildung: An International Exchange. International Issues in adult Education. SensePublishers; 2017:17–29. https://doi.org/10.1007/978-94-6300-797-9_2 .
Taylor EW. Transformative learning theory. New Dir Adult Contin Educ. 2008;2008(119):5–15. https://doi.org/10.1002/ace.301 .
doi: 10.1002/ace.301
Bainbridge L, Regehr G. Should there be an "I" in team? A new perspective on developing and maintaining collaborative networks in health professional care. In: Orchard C, Bainbridge L, editors. Interprofessional client-centred collaborative practice: What does it look like? How can it be achieved? New York: Nova Science Publishers; 2015. p. 51–66. Chapter 4.
Pitt R. CAIPE (2017) Interprofessional Education Guidelines, (Barr, H., Ford, J., Gray, R., Helme, M., Hutchings, M., Low, H., Machin, A. Reeves, S.). CAIPE. August 4, 2017. https://www.caipe.org/resources/publications/caipe-publications/caipe-2017-interprofessional-education-guidelines-barr-h-ford-j-gray-r-helme-m-hutchings-m-low-h-machin-reeves-s . Accessed 15 Jul 2024. .
Kumar P, Paton C, Simpson HM, King CM, McGowan N. Is interprofessional co-debriefing necessary for effective interprofessional learning within simulation-based education? Published online 00:00:00.0. https://doi.org/10.54531/INRX6536 .
Gabel S. Power, leadership and transformation: the doctor’s potential for influence. Med Educ. 2012;46(12):1152–60. https://doi.org/10.1111/medu.12036 .
doi: 10.1111/medu.12036
pubmed: 23171257
Shrader S, Zaudke J. Top ten best practices for interprofessional precepting. J Interprofessional Educ Pract. 2018;10:56–60. https://doi.org/10.1016/j.xjep.2017.12.004 .
doi: 10.1016/j.xjep.2017.12.004
Galinsky AD, Ku G, Wang CS. Perspective-taking and self-other overlap: fostering social bonds and facilitating social coordination. 2005. https://journals.sagepub.com/doi/10.1177/1368430205051060 . Accessed 1 Jul 2024. .
The promise and perversity of perspective-taking in organizations - ScienceDirect. https://www.sciencedirect.com/science/article/pii/S0191308515000040 . Accessed 1 Jul 2024. .
Building better workplaces through individual perspective taking: a fresh look at a fundamental human process - international review of industrial and organizational psychology 2008 - Wiley Online Library. https://onlinelibrary.wiley.com/doi/10.1002/9780470773277.ch5 . Accessed 1 Jul 2024. .
Fraser KL, Meguerdichian MJ, Haws JT, Grant VJ, Bajaj K, Cheng A. Cognitive load theory for debriefing simulations: implications for faculty development. Adv Simul. 2018;3(1):28. https://doi.org/10.1186/s41077-018-0086-1 .
doi: 10.1186/s41077-018-0086-1
Cheng A, Grant V, Dieckmann P, Arora S, Robinson T, Eppich W. Faculty development for simulation programs: five issues for the future of debriefing training. Simul Healthc J Soc Simul Healthc. 2015;10(4):217–22. https://doi.org/10.1097/SIH.0000000000000090 .
doi: 10.1097/SIH.0000000000000090
Cheng A, Grant V, Huffman J, et al. Coaching the debriefer: peer coaching to improve debriefing quality in simulation programs. Simul Healthc J Soc Simul Healthc. 2017;12(5):319–25. https://doi.org/10.1097/SIH.0000000000000232 .
doi: 10.1097/SIH.0000000000000232