For a trainee to achieve their learning objectives, the provision of quality feedback following an assessment is essential. Feedback relates to providing specific information to the learner about their performance, against a defined standard or competency.
Debriefing is a purposeful, structured period of reflection, discussion and feedback between learners and educators, and ideally should be held straight after the simulation or the real-life event.
The primary purpose for debriefing is educational. High-quality debriefings can stimulate learners to continue to reflect upon their experience even after the formal debrief has ended. The debrief at the end of an event should promote a positive learning culture.
Providing quality feedback
When providing feedback or teaching, try to be aware of the learner’s state of mind. Your role as a confidence builder and motivator is important, as participants will approach each simulation with varying levels of confidence. Some may be concerned about revealing a lack of knowledge or an error in front of colleagues. Some may be experts in their field. Therefore, approach each learner sensitively and create a safe environment for encouraging, respectful and supportive feedback. This will in turn help with participation and keep learners motivated.
Formative assessments are beneficial as they:
- encourage trainees to undertake assessment earlier in the training year, when constructive feedback and action plans are most beneficial
- enable assessors to focus on what can be improved and construct a learning plan
- deliver well-documented feedback for trainees on which to reflect.
Provision of better feedback
- Identifying encounters as solely for learning encourages trainers to provide improved feedback.
- Organising feedback into categories provides structure to the feedback, which is more beneficial for the trainee’s continuing development.