PP25 In-situ interprofessional simulation – ‘LeedsEDSim’ debriefing process

Abstract

Background The ‘LeedsEDSimulation’ Team run an embedded in-situ interprofessional simulation (IIS) programme in the Emergency Departments(ED). A vital part of the simulation process is the debrief of the team involved. Two frameworks/prompts were created to optimise this process and aid faculty development. Summary 18 months detailed observation of debriefing practices of regular faculty members and a selection of debrief structures were evaluated - Eppich et al’s1 seemed the best aligned. This led to the development of our own bespoke debriefing framework. (Figure 1) A ‘debrief of the debrief’(DotD) session has been introduced after the candidates leave. This enhances faculty development and continued professional development and encourages sharing of experiences. A prompt has been developed from Runnacle et al’s2 framework. (Figure 1) After 9 months use (August 2019– March 2020), feedback was sought via questionnaire from faculty for evaluation as a means of continuous improvement. Results 16 replies were received from faculty. When asked ‘how helpful do you find the debrief framework?’, an average score of 4.3 (out of 5) was given (all 16 had used this tool). General comments suggested that the framework was easy to follow, well-structured and a welcome reminder of how to debrief optimally. However, one comment suggested it was only of use to novice debriefers. When asked ‘how helpful do you find the DotD prompt?’, an average score of 4.1 (out of 5) was given by 9/16 who had used the tool. The majority of comments were positive with many finding this peer feedback helpful but also that giving the feedback aided in their own debriefing development. There was a suggestion that formal training in this prompt may be beneficial and that it may be too complex. Discussion and Conclusion Results from faculty who are using frameworks suggested that the LeedsEDSimulation debrief framework and DotD prompt was welcomed and useful for faculty of ED IIS. It may need to be clarified, particularly for more experienced debriefers, that it is not a rigid structure but a flexible guide. References Eppich W, Cheng A. Promoting excellence and reflective learning in simulation (PEARLS). Simul Healthc J Soc Simul Healthc 2015;10(2):106–15. Runnacles J, Thomas L, Sevdalis N, Kneebone R, Arora S. Development of a tool to improve performance debriefing and learning: The paediatric objective structured assessment of debriefing (OSAD) tool. Postgrad Med J 2014;90(1069):613–21.