Coaching the Debriefer: Peer Coaching to Improve Debriefing Quality in Simulation Programs

• Published in: Simulation in healthcare : journal of the Society for Medical Simulation Vol. 12; no. 5; p. 319
• Main Authors: Cheng, Adam, Grant, Vincent, Huffman, James, Burgess, Gavin, Szyld, Demian, Robinson, Traci, Eppich, Walter
• Format: Journal Article
• Language: English
• Published: United States 01.10.2017
• Subjects: Clinical Competence; Communication; Faculty, Medical - education; Formative Feedback; Humans; Internship and Residency - organization & administration; Mentoring; Simulation Training - organization & administration; Stress, Psychological - prevention & control; Time Factors
• ISSN: 1559-713X
• DOI: 10.1097/SIH.0000000000000232

Formal faculty development programs for simulation educators are costly and time-consuming. Peer coaching integrated into the teaching flow can enhance an educator's debriefing skills. We provide a practical guide for the who, what, when, where, why, and how of peer coaching for debriefing in simulation-based education. Peer coaching offers advantages such as psychological safety and team building, and it can benefit both the educator who is receiving feedback and the coach who is providing it. A feedback form for effective peer coaching includes the following: (1) psychological safety, (2) framework, (3) method/strategy, (4) content, (5) learner centeredness, (6) co-facilitation, (7) time management, (8) difficult situations, (9) debriefing adjuncts, and (10) individual style and experience. Institutional backing of peer coaching programs can facilitate implementation and sustainability. Program leaders should communicate the need and benefits, establish program goals, and provide assessment tools, training, structure, and evaluation to optimize chances of success.