Embracing informed learner self-assessment during debriefing: the art of plus-delta

Advances in Simulation

M. Meguerdichian¹  C. Epps²  A. Cheng³  V. Grant³  W. Eppich⁴  M. Kolbe⁵ 

[1] Department of Emergency Medicine, NYC Health + Hospitals/Harlem, NYC Health + Hospitals/Simulation Center, Columbia University;Departments of Anesthesiology and Interprofessional Education, University of Tennessee Health Science Center;KidSIM Simulation Program, Alberta Children’s Hospital, Departments of Pediatrics and Emergency Medicine, Cumming School of Medicine, University of Calgary;RSCI SIM Centre for Simulation Education and Research RCSI University of Medicine and Health Sciences;Simulation Center, UniversitatsSpital Zurich;

关键词: Debriefing;    Plus-delta;    Learner self-assessment;    Feedback;   

DOI  :  10.1186/s41077-021-00173-1

来源: DOAJ

【 摘 要 】

Abstract The healthcare simulation field has no shortage of debriefing options. Some demand considerable skill which serves as a barrier to more widespread implementation. The plus-delta approach to debriefing offers the advantages of conceptual simplicity and ease of implementation. Importantly, plus-delta promotes learners’ capacity for a self-assessment, a skill vital for safe clinical practice and yet a notorious deficiency in professional practice. The plus-delta approach confers the benefits of promoting uptake of debriefing in time-limited settings by educators with both fundamental but also advanced skills, and enhancing essential capacity for critical self-assessment informed by objective performance feedback. In this paper, we describe the role of plus-delta in debriefing, provide guidance for incorporating informed learner self-assessment into debriefings, and highlight four opportunities for improving the art of the plus delta: (a) exploring the big picture vs. specific performance issues, (b) choosing between single vs. double-barreled questions, (c) unpacking positive performance, and (d) managing perception mismatches.

【 授权许可】

Unknown