Guiding, Intermediating, Facilitating, and Teaching (GIFT)

Abstract

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.

“Asking for help is a strength”—how to promote undergraduate medical students’ teamwork through simulation training and interprofessional faculty

“…This is to some degree reflected in TeamSIM faculty’s reflections which indicated their ongoing concern about the effectiveness of their educational interventions. In our experience, working with this faculty prior to the course was critical and a necessary ingredient: multiple disciplines and professions went along with multiple approaches to simulation; establishing and maintaining a shared mental model of TeamSIM was important and required various faculty development measures ( Cheng et al, 2020 ; Kolbe et al, 2020 ; Kostovich et al, 2020 ; Roze des Ordons et al, 2022 ).…”