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Promoting self-reflective practice in simulation-based education facilitators: A radiography case study.

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This summary is machine-generated.

A faculty debriefing program enhanced teaching quality in radiography simulation-based education (SBE). This initiative fostered self-reflection and improved the overall student experience through collaborative learning.

Keywords:
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Area of Science:

  • Medical Education
  • Health Professions Education
  • Simulation-Based Education

Background:

  • Simulation-based education (SBE) is crucial for developing clinical skills in healthcare students.
  • Effective debriefing is vital for student learning in SBE.
  • Faculty debriefing on their own practice as simulation facilitators is an essential component of SBE.

Purpose of the Study:

  • To describe a faculty debriefing program for educators in an undergraduate radiography simulation program.
  • To explore the impact of faculty debriefing on teaching quality and facilitator self-reflection.

Main Methods:

  • Implemented a faculty debriefing program within a radiography SBE program.
  • Brought together clinical and academic educators from diverse settings.
  • Utilized the 'Promoting Excellence and Reflective Learning in Simulation' (PEARLS) framework to guide discussions and self-reflection.
  • Documented facilitators' perceptions of achievements and goals.

Main Results:

  • The program facilitated the documentation of individual and team achievements and goals.
  • These documented outcomes contribute to enhancing teaching quality.
  • Improvements in student experience in subsequent simulation sessions were noted.

Conclusions:

  • The debriefing program encouraged a proactive approach to self-reflection in simulation teaching.
  • Debriefing sessions fostered a positive culture and attitudes towards teaching, self-reflection, and collaboration.
  • A team vision emerged to prioritize education quality and enhance facilitator team bonding.