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

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.