Supporting Accomplised Facilitation and Improving Learning Transfer in Clinical Simulation (SAFILT)

Introduction

In this package you will find a range of information that can support the way in which you understand and can apply ideas of education to facilitation and debriefing of clinical scenarios for doctors and other professions allied to medicine.  We have designed the materials in such a way that you can work through them using a “top down” approach, beginning with an introduction to facilitation and how optimum learning environments can be created.  Or you can choose to "pick and mix" your approach.  So, for instance, if you want to find an example of what learning or facilitators have to say about debriefing, simply go direct to the relevant section.

We are fortunate to have been allowed access into a small number of simulation centres and worked with faculty members to develop this package.  We are also grateful for their support and consent to allow us to use the video footage to illustrate some of what we believe to be good practice in facilitation for debriefing of scenarios.  Last, but by no means least, we are also grateful to the junior doctors participating in scenarios for allowing us to use this data for analytical purposes.

The following statement by a junior doctor who had recently undertaken a simulation day in some ways encapsulates the essence of the educational purposes of simulated education and debriefing:

‘…and it’s facilitated feedback as well so I think that they try and get you to think about things that you did right and things that you did wrong, rather than telling you what you did right and what you did wrong.  Which to them may be quite obvious but to you if you’re not aware of that… then I don’t think you become a very good reflective practitioner.  So you have to be able to tease them apart yourself and you know, because you’re not going to have facilitators all the time in every part of your clinical practice and there are always going to be things that you could do better.  So to be able to do that yourself is an important skill…’

A word of note:  We have produced the video materials in two ways.  Firstly there is some footage which is entirely visible.  This has been fully consented to by all participants and we are extremely grateful to them for allowing us to show this.  The second set of footage is produced in line-drawing form to preserve the privacy of some participants who did not wish to be identified.  We have tried as hard as possible to maintain their privacy whilst at the same time providing video footage of positive and diverse approaches to facilitation and debriefing.  Not only does this make for a more visually interesting package, but it has also enabled us to be more balanced in using footage from more than one centre and as illustrations of different styles of facilitating.

You will be prompted at the correct points to access the relevant video files; download the files using the links to the right of each page.

Setting the Scene

Before fully immersing ourselves in the different factors that can contribute to positive debriefing, please view the opening scene from the debrief following a simulated scenario, just as a flavour for the rest of this package.

ACCESS THE VIDEO FILE SAFILT_INTRO NOW USING THE BUTTON AT THE TOP RIGHT OF THIS WEBPAGE

Click here to go to the next section

This package has been prepared by:
Paul McIntosh, Research Fellow, Queen Mary’s University London
Della Freeth, Professor of Professional Education, Queen Mary’s University London
Emma-Jane Berridge, Senior Lecturer, City University London