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3 Here’s a novel idea: would participants in simulation engage and learn more if they could debrief themselves? here’s a tool that may help
  1. AJ Hall1,
  2. J Turner2,
  3. C Bygrave1
  1. 1Worthing Hospital, UK
  2. 2Western Sussex NHS Foundation Trust, UK


Background Debrief after Medical Simulation is a crucial part of the learning process,1 whilst courses to train up faculty are widely available such as “TeachSim”. The role of the faculty is two-fold: run the scenario and facilitate the debrief. The debrief is the tool used to extract learning points from the participants and also allow an emotional offloading from the scenario’s events.1 Ordinarily it is the faculty who lead the debrief, despite it being the participant’s agenda that needs to be addressed. Multiple adult learning models demonstrate learners will gain more from a scenario if they are actively engaged in it, whilst it has also been shown anaesthetic trainees improved their non-technical skills by self-debriefing.2 We propose that providing a tool to help the participant’s debrief would improve their learning experience.

Description of innovation We have identified the role for a human factors tool to help engage learners in the debrief. Before a scenario we would introduce the tool – a collection cards listing human factors topics such as ‘Communication’, ‘Teamwork’ and ‘Situational Awareness’ each with example questions to ask in the debrief. Handing out a selection of the cards would focus those watching a scenario and facilitate them to ask questions of their peers in the debrief.

Anticipated outcomes We anticipate that the creation of a tool would benefit debriefing by educating participants about human factors as well as engaging them to have a greater role within the debrief which has been shown to improve learning.1 We have started to collect data on this, which supports our theory.

Potential impact Facilitating a debrief can be the most difficult aspect for Simulation faculty. Educating participants to reduce their “blind spot” could allow them to explore and guide their own debrief,3 thus maximising its effect.

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