The 3D Model of Debriefing: Defusing, Discovering, and Deepening
Section snippets
The Individual
In health care simulation, adults are the learners. According to adult learning theory, there are several key differences to consider between adults and children and how they learn: (1) Adults are self-regulated meaning that they decide what and when they want and need to learn,20 (2) adult learners are intrinsically motivated, often by their self-efficacy or their belief in their ability to complete a task, their feelings of competence and their psychological safety,21, 22, 23 (3) adult
The Experience
Kolb's Experiential Learning Cycle suggests that active participation or having a “concrete experience” is an important factor in effective learning.9 This experience should be considered alongside one's previous experience and connections must be made to future experiences.7 These connections can be discussed in a postexperience debriefing. For the debriefing to be fruitful, the experience must be based on learning objectives that are practical, useful for the individual, and relevant to
Environment
Educators must consider both the learning environment and the larger clinical environment to promote effective learning. The learning environment, ie, the classroom or laboratory setting, should be a place where the adult, self-regulated, intrinsically motivated individual feels safe to practice, experiment and discuss openly and honestly.6, 20, 28, 29 In addition, educators must consider the larger clinical environment and how it affects new learning, experimentation, and sustained practice
The 3D Model
The 3D Model (Table 2) is designed to address the individual, the experience and both the micro- and macro-environments. The model has 3 distinct parts: Defusing, Discovering and Deepening and is preceded by a Pre-briefing or introduction to the process and ends with a Summary of lessons learned. The Pre-briefing outlines the ground rules for the debriefing session and sets the stage for learning in the microenvironment.6, 14, 30 Defusing is designed to help the individual voice the impact of
Setting the Learning Microenvironment
The first step in facilitating effective adult learning is creating a microenvironment that supports learning. This environment should be established at the beginning of a simulation-based course or even before the course day with a written description of goals and expectations. Adult learners must feel that the environment is safe and focused primarily on learning before they will be able to actively reflect on and share their experiences with others.6, 28 To achieve this, facilitators should
Conclusions
The individual, their experiences, and both the micro- and macroenvironments must be considered to effectively achieve life-long learning.18 Simulation and debriefing are powerful tools to assist individuals in learning from experiences. When handled skillfully, debriefing is the most important aspect of simulation-based education, as it is where the learning and processing of new information occurs.2, 3, 4, 5, 6, 14
For adults to learn from experience in the simulated environment the individual
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