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Pre-readings

Pre-readings for Module 5

  1. Cheng, A., Grant, V., Dieckmann, P., Arora, S., Robinson, T., & Eppich, W. (2015). Faculty development for simulation programs: five issues for the future of debriefing training. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 10(4), 217-222.
  2. Cheng, A., Palaganas, J., Eppich, W., Rudolph, J., Robinson, T., & Grant, V. (2015). Co-debriefing for simulation-based education: a primer for facilitators. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 10(2), 69–75. 
  3. Sawyer, T., Eppich, W., Brett-Fleegler, M., Grant, V., & Cheng, A. (2016). More than one way to debrief: a critical review of healthcare simulation debriefing methods. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 11(3), 209-217.

Additional References (optional readings)

  1. Ericsson, K. A. (1993). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Psychological Review, 100(3), 363-406.
  2. Ericsson, K. A. & Harwell, K. W. (2019). Deliberate Practice and proposed limits on the effects of practice on the acquisition of expert performance: why the original definition matters and recommendations for future. Frontiers in Psychology, 10, 2396.
  3. Fanning, R. M., & Gaba, D. M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2(2), 115-125.
  4. Keogh, T. J. (2018). What do you unknowingly communicate? Lessons form the Johari window. American Association for Physician Leadership.
  5. Krogh, K., Bearman, M., & Nestel, D. (2016). “Thinking on your feet”—a qualitative study of debriefing practice. Advances in Simulation, 1(1).
  6. Krogh, K., Med, C., Bearman, M., & Nestel, D. (2015). Expert practice of video-assisted debriefing: an Australian qualitative study. Clinical Simulation in Nursing, 11(3), 180-187. 
  7. Nestel, D. (n.d.). “Simulated patient evaluation” form, available at: SPN e-learning modules. Module 2: SP program management, Part 5: SP program challenges and quality assurance. Note: Must join SPN in order to access free modules
  8. Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a “big five” in teamwork? Small Group Research, 36(5), 555-599.
  9. Simon, R., Raemer, D. B., & Rudolph, J. W. (2010). Debriefing Assessment for Simulation in Healthcare (DASH)© Rater’s Handbook. Center for Medical Simulation: Boston, Massachusetts.
  10. Simulated Patient Network (SPN) e-learning modules. Note: Must join SPN in order to access free modules.
  11. Taras, J., & Everett, T. (2017). Rapid Cycle Deliberate Practice in Medical Education – a systematic review. Cureus, 9(4), 1180.
  12. Wind, L. A., Van Dalen, J., Muijtjens, A. M., & Rethans, J. J. (2004). Assessing simulated patients in an educational setting: the MaSP (Maastricht Assessment of Simulated Patients). Medical Education, 38, 39-44.
  13. World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice.