How to debrief teamwork interactions: using circular questions to explore and change team interaction patterns

Kolbe, Michaela; Marty, Adrian; Seelandt, Julia; Grande, Bastian

doi:10.1186/s41077-016-0029-7

Cited by 32 publications

(24 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our as well as other recent findings suggest that mutual dependency of team members and even self-reinforcing behaviour patterns should be a part of the training, too. For example, complex teamwork patterns can be explored during debriefings of SBT using circular questions 45. On a more general level, our findings suggest that SBT should not only focus on participants’ actions but also on their reactions .…”

Section: Discussionmentioning

confidence: 86%

Differences in talking-to-the-room behaviour between novice and expert teams during simulated paediatric resuscitation: a quasi-experimental study

2018

Self Cite

View full text Add to dashboard Cite

BackgroundTeam coordination represents an important factor for clinical performance. Research in this area suggests that not only behaviour frequencies but also patterns of team coordination constitute a central aspect of teamwork. However, little is known about potential differences in coordination patterns between novice teams (ie, teams of inexperienced members) and expert teams (ie, teams of experienced members). The current study addresses this gap by investigating the use of talking-to-the-room—an important implicit coordination behaviour—in novice teams versus expert teams.AimTo illustrate differences in coordination behaviour between novice and expert teams. This will provide important knowledge for simulation-based training.MethodsThe study was conducted in the context of two resuscitation training courses (introductory course and refresher course) for staff members at a children’s hospital. Volunteers from both courses participated in the study. They were randomly assigned to 16 teams each consisting of one physician and two nurses. The study used a quasi-experimental design with two conditions (novice vs expert). Participants of the introductory course were assigned to the novice condition (eight teams), and participants of the refresher course were assigned to the expert condition (eight teams). All teams completed the same standardised paediatric resuscitation scenario. They were videotaped during the simulation, and team coordination behaviour was coded using Co-ACT.ResultsLag-sequential analysis of 1902 distinct coordination acts revealed that novice teams and expert teams differed significantly in their coordination behaviour. Expert teams were characterised by patterns in which implicit coordination behaviour (ie, talking to the room) was followed by further implicit coordination behaviour and not followed by explicit coordination behaviour (ie, instructions), whereas the reverse was found for novice teams.ConclusionThe current study highlights role of coordination patterns for understanding teamwork in healthcare and provides important insights for team training.

show abstract

Section: Discussionmentioning

confidence: 86%

Differences in talking-to-the-room behaviour between novice and expert teams during simulated paediatric resuscitation: a quasi-experimental study

2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…They also watched five videotaped debriefings during SBT and took notes in free-text form about the observed communication. This SBT took place in a large university hospital in Switzerland; debriefers were familiar with the following approaches: Debriefing with Good Judgment,59 TeamGAINS,44 guided team self-correction22 as well as circular questions12; participants were anaesthesia care providers; debriefers and participants knew each other from working together in the clinical setting. Based on the findings from literature review and their notes, JCS and MK extracted possible codes and developed a first version of the coding scheme.…”

Section: Methodsmentioning

confidence: 99%

“…In addition, there are techniques available for creating a psychologically safe and engaging setting,11 codebriefing7 and debriefer communication such as advocacy inquiry1 and circular questions 12. Though evidence on the effectiveness of debriefings is growing,5 13–15 empirical research evaluating debriefings during SBT is rare, as are studies comparing different debriefing approaches in SBT 6.…”

Section: Introductionmentioning

confidence: 99%

DE-CODE: a coding scheme for assessing debriefing interactions

et al. 2017

Self Cite

View full text Add to dashboard Cite

Debriefings are crucial for learning during simulation-based training (SBT). Although the quality of debriefings is very important for SBT, few studies have examined actual debriefing conversations. Investigating debriefing conversations is important for identifying typical debriefer–learner interaction patterns, obtaining insights into associations between debriefers’ communication and learners’ reflection and comparing different debriefing approaches. We aim at contributing to the science of debriefings by developing DE-CODE, a valid and reliable coding scheme for assessing debriefers’ and learners’ communication in debriefings. It is applicable for both direct, on-site observations and video-based coding.MethodsThe coding scheme was developed both deductively and inductively from literature on team learning and debriefing and observing debriefings during SBT, respectively. Inter-rater reliability was calculated using Cohen’s kappa. DE-CODE was tested for both live and video-based coding.ResultsDE-CODE consists of 32 codes for debriefers’ communication and 15 codes for learners’ communication. For live coding, coders achieved good inter-rater reliabilities with the exception of four codes for debriefers’ communication and two codes for learners’ communication. For video-based coding, coders achieved substantial inter-rater reliabilities with the exception of five codes for debriefers’ communication and three codes for learners’ communication.ConclusionDE-CODE is designed as micro-level measurement tool for coding debriefing conversations applicable to any debriefing of SBT in any field (except for the code medical input). It is reliable for direct, on-site observations as well as for video-based coding. DE-CODE is intended to allow for obtaining insights into what works and what does not work during debriefings and contribute to the science of debriefing.

show abstract

“…As Tabelas 1 e 2 demonstram a distribuição dos sujeitos segundo as respostas nos fatores das escalas EED 9 e EADaS 6 , respectivamente. Conforme demonstrado na Tabela 1 (EED) 9 , nas médias os menores valores atribuídos às experiências com o debriefing estão relacionados ao fator 4 -orientação apropriada do professor (4,48); e os maiores valores atribuídos foram pertinentes ao fator 2 -aprendendo e fazendo conexões (4,63). Na Tabela 2 (EADaS) 6 , os menores valores atribuídos estão relacionados ao fator 3 -valor afetivo (1,84) e os maiores valores atribuídos foram ao fator 2 -valor cognitivo (4,57).…”

Section: Procedimentos éTicosunclassified

“…O debriefing é guiado por um facilitador que visa explorar e compreender as relações entre os acontecimentos, as ações, os processos de pensamentos e sentimentos, bem como os resultados do desempenho dos participantes na simulação. 2,4 O debriefing foi frequentemente praticado e conduzido nos domínios militares e aeronáuticos, onde tinha como objetivo permitir a expressão de sentimentos e emoções em situações de crise e após a execução de determinada missão. Com o desenvolvimento da tecnologia e o uso da simulação clínica na área da saúde, o debriefing passou a ser utilizado como uma das principais etapas do método de ensino, complementando a simulação propriamente dita.…”

Section: Introductionunclassified

Implications on the Use of Sound and Image in Debriefing Assessment

Mazzo

Franzon

Meska

et al. 2019

Reme Revista Mineira De Enfermagem

View full text Add to dashboard Cite

Objetivo: identificar a implicação da aplicação de recursos de som e imagem na avaliação de debriefing. Método: estudo quantitativo e experimental que inclui estudantes de graduação em Enfermagem com 18 anos ou mais, alocados de forma randomizada por grupo-intervenção (participação em debriefing com o uso de som e imagem) ou grupo-controle (participação em debriefing sem o uso de som e imagem), realizado em uma escola de Enfermagem do interior de São Paulo durante um workshop simulado, onde os alunos participaram de um cenário simulado de alta fidelidade. Para a coleta de dados foi utilizado o instrumento de caracterização sociodemográfica, a Escala de Experiência de Debriefing e a Avaliação de Debriefing associada à Simulação. Para análise dos dados foi utilizada estatística exploratória, com análise de frequência, porcentagem, teste de confiabilidade, análise amostral e teste de comparação de médias. Resultados: participaram deste estudo 100 estudantes de graduação em Enfermagem. Apuraram-se valores elevados para a avaliação de debriefing e ressaltou-se a importância do papel do facilitador. No entanto, não se observaram resultados significativos para a avaliação de debriefing ao adicionar uma revisão de vídeo. Conclusão: estes resultados destacam a importância da reflexão durante a educação com base na simulação clínica e sugerem que a educação eficiente com simulação pode ser alcançada no debriefing mesmo quando a tecnologia de vídeo não está disponível. Palavras-chave: Simulação de Paciente; Mídia Audiovisual; Avaliação Educacional. ABSTR ACT Objective: identify the implication of the application of sound and image resources in the evaluation of debriefing. Method: a quantitative and experimental study that includes undergraduate nursing students aged 18 years and over, randomized by intervention group (participation in debriefing with the use of sound and image) or control group (participation in debriefing without the use of sound and image), carried out at a nursing school in the interior of São Paulo during a workshop simulated, where the students participated in a simulated hi-fidelity scenario. For the data collection, the sociodemographic characterization instrument was used, the Debriefing Experience Scale and the Debriefing Evaluation associated with Simulation. For analysis of the data, we used exploratory statistics, with frequency, percentage, reliability test, sample analysis and comparison test of means. Results: 100 undergraduate students in Nursing participated in this study. High values were determined for the evaluation of debriefing and emphasized the importance of the role of the facilitator. However, no significant results were observed for the evaluation of debriefing when adding a video review. Conclusion: these results highlight the importance of reflection during education based on clinical simulation and suggest that efficient simulation education can be achieved in the debriefing even when video technology is not available.

show abstract

How to debrief teamwork interactions: using circular questions to explore and change team interaction patterns

Cited by 32 publications

References 52 publications

Differences in talking-to-the-room behaviour between novice and expert teams during simulated paediatric resuscitation: a quasi-experimental study

Differences in talking-to-the-room behaviour between novice and expert teams during simulated paediatric resuscitation: a quasi-experimental study

DE-CODE: a coding scheme for assessing debriefing interactions

Implications on the Use of Sound and Image in Debriefing Assessment

Contact Info

Product

Resources

About