The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index.
Debriefing as Formative Assessment: Closing Performance Gaps in Medical Education
Abstract
The authors present a four‐step model of debriefing as formative assessment that blends evidence and theory from education research, the social and cognitive sciences, experience drawn from conducting over 3,000 debriefings, and teaching debriefing to approximately 1,000 clinicians worldwide. The steps are to: 1) note salient performance gaps related to predetermined objectives, 2) provide feedback describing the gap, 3) investigate the basis for the gap by exploring the frames and emotions contributing to the current performance level, and 4) help close the performance gap through discussion or targeted instruction about principles and skills relevant to performance. The authors propose that the model, designed for postsimulation debriefings, can also be applied to bedside teaching in the emergency department (ED) and other clinical settings.
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“A key feature of formative assessment in both classroom and experiential contexts is that it provides feedback to the student with the goal of improving current performance.(16) What is ‘‘formative’’ about formative assessment? The term ‘‘formative evaluation’’ entered the educational literature in the late 1960s with…”
BackgroundOrganizing and the process of sensemaking
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Cited by
A critical review of simulation‐based medical education research: 2003–2009
McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2010) · Medical Education · doi:10.1111/j.1365-2923.2009.03547.x · Cited by 1,733
Eppich, W., & Cheng, A. (2015) · Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0000000000000072 · Cited by 1,106
Self-citationEstablishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing
Rudolph, J. W., Raemer, D. B., & Simon, R. (2014) · Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0000000000000047 · Cited by 915
Self-citationDebriefing for technology-enhanced simulation: a systematic review and meta-analysis
Cheng, A., Eppich, W., Grant, V., Sherbino, J., Zendejas, B., & Cook, D. A. (2014) · Medical Education · doi:10.1111/medu.12432 · Cited by 481
Self-citationUsing Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation
Dreifuerst, K. T. (2012) · Journal of Nursing Education · doi:10.3928/01484834-20120409-02 · Cited by 366
Metadata
- Authors
- Rudolph, J. W., Simon, R., Raemer, D. B., & Eppich, W. J.
- Venue
- Academic Emergency Medicine
- Publisher
- Wiley
- Published
- 2008-11
- Volume
- 15
- Issue
- 11
- Pages
- 1010-1016
- ISSN
- 1069-6563 (ISSN-L)
- 1553-2712
- OpenAlex
- W2105608568
- Cited by
- 771
- References
- 41
- FWCI
- 6.43
- Type
- journal article
- Language
- en
- Open access
- closed
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- Rudolph, J. W., Simon, R., Raemer, D. B., & Eppich, W. J. (2008). Debriefing as Formative Assessment: Closing Performance Gaps in Medical Education. Academic Emergency Medicine. https://doi.org/10.1111/j.1553-2712.2008.00248.x
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
