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- Title
Debriefing as Formative Assessment: Closing Performance Gaps in Medical Education.
- Authors
Rudolph, Jenny W.; Simon, Robert; Raemer, Daniel B.; Eppich, Walter J.
- Abstract
The authors present a four-step model of debriefing as formative assessment that blends evidence and theory from education research, the social and cognitive sciences, experience drawn from conducting over 3,000 debriefings, and teaching debriefing to approximately 1,000 clinicians worldwide. The steps are to: 1) note salient performance gaps related to predetermined objectives, 2) provide feedback describing the gap, 3) investigate the basis for the gap by exploring the frames and emotions contributing to the current performance level, and 4) help close the performance gap through discussion or targeted instruction about principles and skills relevant to performance. The authors propose that the model, designed for postsimulation debriefings, can also be applied to bedside teaching in the emergency department (ED) and other clinical settings.
- Subjects
PSYCHOLOGICAL debriefing; EVIDENCE-based medicine; EMERGENCY medicine; SIMULATION methods in education; CONTINUING medical education
- Publication
Academic Emergency Medicine, 2008, Vol 15, Issue 11, p1010
- ISSN
1069-6563
- Publication type
Article
- DOI
10.1111/j.1553-2712.2008.00248.x