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Get Your Head Around De-Briefing

Get Your Head Around De-Briefing. Jim Walker 2013. Aims of this Session. What is It? What Is it For? What do you need? Usefulness of debriefing Have a go Further information. Lecture.

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Get Your Head Around De-Briefing

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  1. Get Your Head Around De-Briefing Jim Walker 2013

  2. Aims of this Session What is It? What Is it For? What do you need? Usefulness of debriefing Have a go Further information

  3. Lecture Process by which the notes of a speaker become the notes of a student without passing through the minds of either. Academic period set aside for rest and recovery

  4. Adult Learning Brookfields Principles of Adult Learning Participation is voluntary Mutual respect between teachers & learners Collaboration is important (learners & teachers) Action & reflection should be a continuous process Critical reflection invokes further exploration Nurturing of self-directed adults is important.

  5. The most important phrase in education is “I don’t know .”

  6. Where in Johari?

  7. Discussion – in groups • What are your aims and objectives in de-briefing a registrar?

  8. What is debriefing? • Core Activity of GP specialty training • Learner reflects on experience of consulting • Clarify when/how to discuss urgent matters • When to debrief – not necc straight after surgery • Individual or Group?

  9. Group De-Brief • Trainees prefer group debrief and like learning from each other • Feels less threatening than 1 to 1 (trainer is outnumbered?) • Builds their confidence in teaching skills

  10. A form of PBL “uses problems or cases to identify learning issues.”

  11. Also…. • encourage reflective practice and lifelong learning, including use of evidence • assess learning needs (knowledge, skills, and attitudes) • identify learning opportunities • help TRAINEE to increase self-knowledge of their own strengths, weaknesses, and attitudes

  12. The process Cases / problems Discussion Identify learning issues Reflection Individual study Group study Review Discussion/mini-presentations ?More learning issues

  13. The Right Place?

  14. Protected Time?

  15. Listen and respond • Like a Consultation: • Active listening, clarification, picking up cues, eliciting ideas, negotiating future action etc

  16. Order of cases • Offer to let trainee put forward first case for discussion – any burning issues?

  17. Don’t be a...

  18. When you could be a...

  19. Learning needs - and what to do with them • Identify themes – can be from any part of GP curriculum: • Some aspects can be dealt with at the time • Others can be noted for future teaching sessions or other activities • Negotiate a plan

  20. Give Feedback • i.e. Informationaboutperformance or behaviour thatleads to action toaffirm or develop thatperformance or behaviour.

  21. Tips on Debriefing Listen and Reflect Ask about urgent concerns/problems first Move away from being the ‘Expert’... Get them to problem-solve for themselves Promote ‘Looking for info when you don’t know it’ rather than ‘giving answers.’ If a group, open out issues to the others Some questions may still need a direct answer.

  22. Some more educational theory.. • Experience and Reflection are important, but they may not be enough on their own to drive learning. • To engage requires: challenge, some sort of emotion, external stimulus (e.g. from patient, colleague, educator) (See Kolb and Schon)

  23. The Talkative Trainee Over-contributing trainee can limit the contribution of others. Try: - Thanks for that XXX, what do others think? YYY, what’s your view on this? Sorry to cut things short, but to fit in other people’s issues we need to move on, is that OK?

  24. Have a Go.... • Try out a debrief – with a list of real cases presenting to a GP Registrar! • Trainee - Straightforward cases – or a bit tricky? • Trainer – Challenge rather than chat – (e.g ’what if?’ questions) • Offer to start with trainee-selected case if urgent ‘need-to-know’.

  25. Outcomes - hopefully Trainees learn the basics of good safe patient management Learning/teaching factual knowledge, AND: Using their colleagues when unsure what to do. Develop self-confidence – more skills than they think Respect other people’s opinions Learn to cope with uncertainty Sometimes there are just no answers!

  26. The Problem-based approach PBL • Caplow et al, 1997, Medical Education • “enhances retention and thinking, rather than just memorising it”

  27. Using in Primary care Develops teamwork People learn about each other and their role Identifies issues in all areas Fosters better relations Clinical governance Risk management Audit

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