Creation and evaluation of a novel, interdisciplinary debriefing program using a design-based research approach

Area of Science:

• Healthcare Management
• Medical Education
• Psychology

Background:

• Emergency departments (EDs) involve interdisciplinary teams in unpredictable, high-stress environments.
• Stressful situations impact individual and team well-being and clinical practice.
• Debriefing offers a platform for learning and validation among clinical staff.

Purpose of the Study:

• To design and implement an effective debriefing program in the ED.
• To help teams and individuals learn from unique, stressful incidents.
• To examine the evolved nature of the debriefing program through a design-based research approach.

Main Methods:

• Utilized workplace-based learning theory and a design-based research approach.
• Collected data through focus groups with ED staff.
• Examined program outcomes, including provider roles, self-reported clinical practice impact, and program redesign based on feedback.

Main Results:

• Identified key themes: barriers to debriefing, provision of perspectives, psychological trauma, and staff nurturing.
• Respondents highlighted barriers and concerns, leading to program modifications.
• Program changes included refresher sessions, broader staff inclusion, and clarified program purpose.

Conclusions:

• Reinforced the need for increased frequency and availability of debriefing didactics.
• Highlighted the importance of clarifying staff roles within the debriefing program.
• Future work will assess continued impact on provider practice and departmental culture.