W5 A course within a course: implementing peer-observation of debriefing as a means of continuous faculty development within your simulation programme

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Who should attend: Simulation educators with an interest in debriefing, course directors, those interested in faculty development and retention. Level: Introductory Background The ASPiH Standards Framework1 highlights the importance of simulation faculty receiving training, and undertaking continued professional development in debriefing. However, whilst many choose to undertake introductory ‘train-the-trainers’ styled courses, further learning opportunities can be rare and/or prohibitively expensive. The Novice Course is a simulation programme for all newcomer trainees to Anaesthesia within the Severn Deanery (Health Education England, South West). Our faculty comprises volunteer anaesthetic trainees, more senior than our novices, but who are themselves relatively junior simulation educators. We introduced a peer-coaching of debriefing2 programme into our course and have managed to successfully embed an exciting, innovative, and cost-neutral faculty development strategy, which runs in parallel to our simulation programme. Its implementation has transformed our course for the better, providing benefits to faculty and novices alike, and we hope to share our experiences with those attending this workshop. Intended learning outcomes With reference to the published literature on peer–coaching, identify potential benefits of its implementation within your simulation programme. With reference to our experiences of adopting peer–coaching, construct an action plan for its incorporation into your simulation programme. With reference to recorded footage of simulations and their debriefs, experiment with tools which support the delivery of peer–coaching. Structure of workshop The workshop will be divided into five sections. Introduction and background, including a description of the driving factors which influenced our adoption of peer–coaching. A short review of the literature pertaining to peer–coaching. A detailed, interactive case–study of how we evolved our programme to include peer–coaching. An opportunity to partake in simulated peer–coaching of debriefing. Final reflections and close. Educational Methods to be used Parts 1–3 will be delivered as an interactive lecture with facilitated breakout table-top discussions, to include an ice-breaker activity at the beginning of part one. Both the lecture and the table-top discussions will address the first two intended learning outcomes, described above. In part four, video footage of the workshop facilitators will be used to frame a simulated ‘debrief of a debrief’ for the participants in the workshop. References The ASPiH Standards Project Team. Simulation Based Education in Healthcare: Standards Framework and Guidance. Lichfield: Association for Simulated Practice in Healthcare 2016. Cheng A, Grant V, Huffman J, et al. Coaching the Debriefer. Simul Healthc 2017;12:319–25. doi:10.1097/SIH.0000000000000232

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