Patient Safety Awareness Week 2025- Debriefing the Debriefer: Strengthening Patient Safety скачать в хорошем качестве

Patient Safety Awareness Week 2025- Debriefing the Debriefer: Strengthening Patient Safety

It's Patient Safety Awareness Week 2025! Today the AMEE Patient Safety and Quality SIG is bringing you "Debriefing the Debriefer: Strengthening Patient Safety Through Reflective Practice" featuring. Expert Speakers: 🔹 Thiruselvi A/P Subramaniam, M.B.B.S, MMed (Anes) (Masters in anesthesiology), Associate Professor, IMU University 🔹 Yannick G. Eller, MD, FESCO, AFAMEE, Assistant Professor, Centre for Medical Education at the University of Dundee Description: This webinar will help you think about the relationship between debriefing quality and patient safety outcomes. You will recognize the value of debriefing the debriefer as a strategy to enhance debriefing skills among learners and colleagues. Lastly, you will develop the skills to provide constructive debriefing practices using structured tools as a guide (e.g. the PEARLS). This webinar is brought to you by the AMEE Patient Safety and Quality Improvement SIG for Patient Safety Awareness Week 2025. Please comment and share! Here are some questions for thought: 1. How can novice simulation educators use the PEARLS debriefing script as a scaffold to gradually develop their own authentic debriefing style? 2. In what ways can faculty development programs integrate the PEARLS framework to standardize debriefing practices while still allowing for individual educator flexibility? 3. What challenges might educators face when transitioning from traditional debriefing methods to a structured, blended approach like PEARLS and what strategies could help overcome these hurdles? 4. How can educators balance the benefits of using scripted language for clarity and consistency with the need to remain responsive and authentic during debriefing sessions? 5. Considering the three integrated strategies (learner self-assessment, focused facilitation and directive feedback) how can faculty be trained to choose and switch between these approaches effectively based on the simulation context? 6. What role does reflective practice play in enhancing debriefing skills and how might structured debriefing frameworks support ongoing professional growth in faculty development? 7. How can simulation-based faculty development measure the impact of structured debriefing tools like PEARLS on both educator performance and learner outcomes?