Objectives: To describe the current state of academic emergency medicine (EM) funding in Canada and develop recommendations to grow and establish sustainable funding. Methods: A panel of eight leaders from different EM academic units was assembled. Using mixed methods (including a literature review, sharing of professional experiences, a survey of current EM academic heads, and data previously collected from an environmental scan), 10 recommendations were drafted and presented at an academic symposium. Attendee feedback was incorporated, and the second set of draft recommendations was further distributed to the Canadian Association Emergency Physicians (CAEP) Academic Section for additional comments before being finalized. Results: Recommendations were developed around the funding challenges identified and solutions developed by academic EM university-based units across Canada. A strategic plan was seen as integral to achieving strong funding of an EM unit, especially when it aligned with departmental and institutional priorities. A business plan, although occasionally overlooked, was deemed an important component for planning and sustaining the academic mission. A number of recommendations surrounding philanthropy consisted of creating partnerships with existing foundations and engaging multiple stakeholders and communities. Synergy between academic and clinical EM departments was also viewed as an opportunity to ensure integration of common missions. Education and networking for current and future leaders were also viewed as invaluable to ensure that opportunities are optimized through strong leadership development and shared experiences to further the EM academic missions across the country.Conclusions: These recommendations were designed to improve the financial circumstances for many Canadian EM units. There is a considerable wealth of resources that can contribute to financial stability for an academic unit, and an annual networking meeting and continuing education on these issues will facilitate more rapid implementation of these recommendations. RÉSUMÉObjectifs: L'étude visait à décrire l'état actuel du financement des unités d'enseignement de la médecine d'urgence (MU) au Canada et à élaborer des recommandations sur l'accroissement et la durabilité du financement. Méthode: Un groupe composé de huit chefs de file provenant de différentes unités d'enseignement de la MU a été formé. S'appuyant sur diverses méthodes de recherche (examen de la documentation, mise en commun d'expériences professionnelles, enquête menée parmi les directeurs actuels d'unité d'enseignement de la MU et étude de données provenant d'une analyse environnementale antérieure), le groupe a formulé 10 recommandations préliminaires qui ont été présentées au cours du symposium sur les affaires universitaires. Après avoir tenu compte des observations faites par les participants, le groupe a modifié en conséquence les recommandations préliminaires, qu'il a ensuite transmises à la section des affaires universitaires de l'Association ...

Context Conflict during simulation debriefing can interfere with learning when psychological safety is threatened. Debriefers often feel unprepared to address conflict between learners and the literature does not provide evidence‐based guidance within the simulation setting. The purpose of this study was to describe debriefers' approach to mediating interpersonal conflict and explore when, why and how they adopt mediation strategies. Methods We performed a secondary analysis of qualitative data collected as part of a larger study examining simulation debriefers' approaches to debriefing scenarios with different learner characteristics. For this study, we applied thematic analysis to transcripts from simulated debriefings (n = 10) and the associated pre‐simulation (n = 11) and post‐simulation (n = 10) interviews that focused on interpersonal conflict between learners. Results Debriefers described struggling with mediating conflict and the importance of self‐awareness. Specific mediation strategies included intervening, addressing power relations, reconciling unproductive differences, leveraging different perspectives, circumventing the conflict, and shifting beyond the conflict; each of these strategies encompassed a number of particular skills. Situations that triggered a mediation approach were related to psychological safety, emotional intensity, and opportunities for shared understanding and productive learning. Debriefers applied mediation strategies and skills in a flexible and creative way. Conclusions The strategies we have described for mediating interpersonal conflict between learners in simulation debriefing align with notions of psychological safety and may be useful in guiding future professional development for simulation educators.

IntroductionUse of frameworks for simulation debriefing represents best practice, although available frameworks provide only general guidance. Debriefers may experience difficulties implementing broad recommendations, especially in challenging debriefing situations that require more specific strategies. This study describes how debriefers approach challenges in postsimulation debriefing.MethodsTen experienced simulation educators participated in 3 simulated debriefings. Think-aloud interviews before and after the simulations were used to explore roles that debriefers adopted and the associated strategies they used to achieve specific goals. All data were audio recorded and transcribed, and a constructivist grounded theory approach was used for analysis.Results4 roles in debriefing were identified: guiding, (inter)mediating, facilitating integration, and teaching. Each role was associated with specific goals and strategies that were adopted to achieve these goals. The goal of creating and maintaining a psychologically safe learning environment was common across all roles. These findings were conceptualized as the GIFT debriefing framework.ConclusionsOur findings highlight the multiple roles debriefers play and how these roles are enacted in postsimulation debriefing. These results may inform future professional development and mentorship programs for debriefing in both simulation-based education and healthcare settings.

Managing difficult debriefing can be challenging for simulation facilitators. Debriefers may use eye contact as a strategy to build and maintain psychological safety during debriefing. Visual dominance ratio (VDR), a measure of social power, is defined as the percentage of time making eye contact while speaking divided by the percentage of time making eye contact while listening. Little is known about eye gaze patterns during difficult debriefings. To demonstrate the feasibility of examining eye gaze patterns (i.e. VDR) among junior and senior facilitators during difficult debriefing. We recruited 10 trained simulation facilitators (four seniors and six juniors) and observed them debriefing two actors. The actors were scripted to play the role of learners who were engaged in the first scenario, followed by upset (emotional) and confrontational in the second and third scenarios, respectively. The participant facilitators wore an eye-tracking device to record their eye movements and fixation duration. The fixation durations and VDRs were calculated and summarized with median and interquartile range. We explore the effect of scenarios and training level on VDRs using Friedman tests and Wilcoxon rank sum tests. All 10 participants completed all three scenarios. There were no statistically significant differences in VDRs between the junior and senior facilitators for all three scenarios (baseline: The use of eye-tracking device to measure VDR during debriefings is feasible. We did not demonstrate a difference between junior and seniors in eye gaze patterns during difficult debriefings.