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Beyond Frameworks: An Interpretive Description of Engaging in Debriefer Feedback Conversations
Heather C Epp1, Amanda G Egert, Jasica K Munday
1From the British Columbia Institute of Technology, British Columbia, Canada.
Summary
Effective simulation debriefing feedback relies on strong relationships and a growth mindset. Faculty value trust, respect, and psychological safety for meaningful professional development and enhanced learning outcomes.
Area of Science:
- Medical Simulation
- Healthcare Education
Background:
- Simulation debriefing is crucial for reflective practice and improved learning.
- Limited understanding exists regarding the experience of giving and receiving debriefer feedback.
- This study explores faculty perspectives on debriefer feedback and factors influencing its acceptance.
Purpose of the Study:
- To explore simulation facilitators' experiences with debriefer feedback conversations.
- To identify factors influencing the acceptance or rejection of debriefer feedback.
Main Methods:
- Qualitative interpretive description approach informed by action research.
- Focus groups conducted with 27 faculty participants.
- Thematic analysis to identify patterns in faculty perceptions of feedback conversations.
Main Results:
- Four key themes emerged: relational culture, growth mindset, safe space for self-reflection, and objectivity.
- Faculty emphasized trust, respect, and psychological safety for self-reflection and professional development.
- A supportive environment fostered meaningful engagement with constructive, goal-oriented feedback.
Conclusions:
- Effective debriefer feedback transcends frameworks, depending on relational culture and implementation.
- Prioritizing relationships and a growth mindset within a supportive environment enhances faculty development.
- Integrated approaches to debriefer feedback are valuable for faculty growth.
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