Teaching, coaching, or debriefing With Good Judgment: a roadmap for implementing "With Good Judgment" across the SimZones

Mary K Fey; Christopher J Roussin; Jenny W Rudolph; Kate J Morse; Janice C Palaganas; Demian Szyld

doi:10.1186/s41077-022-00235-y

Teaching, coaching, or debriefing With Good Judgment: a roadmap for implementing "With Good Judgment" across the SimZones

Adv Simul (Lond). 2022 Nov 26;7(1):39. doi: 10.1186/s41077-022-00235-y.

Authors

Mary K Fey^{1

2}, Christopher J Roussin^{3

4

5}, Jenny W Rudolph^{3

4

5}, Kate J Morse^{3

6}, Janice C Palaganas^{3

4

5

7}, Demian Szyld^{3

8}

Affiliations

¹ George Washington University, Washington, D.C, USA. maryfey777@gmail.com.
² Center for Medical Simulation, Boston, MA, USA. maryfey777@gmail.com.
³ Center for Medical Simulation, Boston, MA, USA.
⁴ Department of Anesthesia, Critical Care, & Pain Medicine, Massachusetts General Hospital, Boston, MA, USA.
⁵ Harvard Medical School, Boston, MA, USA.
⁶ School of Nursing, Drexel University, Philadelphia, PA, USA.
⁷ MGH Institute of Health Professions, Boston, MA, USA.
⁸ Department of Emergency Medicine, Boston University School of Medicine, Boston, MA, USA.

Abstract

Simulation-based learning occurs in multiple contexts, and one teaching style cannot adequately cover the needs at each learning level. For example, reflective debriefing, often used following a complex simulation case, is not what is needed when learning new skills. When to use which facilitation style is a question that educators often overlook or struggle to determine. SimZones is a framework used to clarify the multiple contexts in simulation. This framework, combined with elements of Debriefing With Good Judgment, can help educators match the appropriate facilitation style with learner needs and learning context. We have distilled the core elements of the "with good judgment" approach to debriefing and applied them to the SimZones framework to guide educators with (1) what type of learning can be expected with each learning context, (2) what behaviors and activities can be expected of the learners in each learning context, (3) what instructional strategies are most effectively used at each stage, and (4) what are the implications for the teacher-learner relationship.

Keywords: Debriefing; Faculty development; Health professions education; Healthcare simulation; Learning conversations; SimZones; Teaching and learning strategies.