Do Team and Individual Debriefs Enhance Performance? A Meta-Analysis:
TL;DR: An extensive quantitative meta-analysis across a diverse body of published and unpublished research on team- and individual-level debriefs revealed a bolstering effect of alignment and the potential impact of facilitation and structure.
Abstract: Objective:Debriefs (or “after-action reviews”) are increasingly used in training and work environments as a means of learning from experience. We sought to unify a fragmented literature and assess ...
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TL;DR: The PEARLS framework and debriefing script fill a need for many health care educators learning to facilitate debriefings in simulation-based education and offers a structured framework adaptable fordebriefing simulations with a variety in goals.
Abstract: Summary StatementWe describe an integrated conceptual framework for a blended approach to debriefing called PEARLS [Promoting Excellence And Reflective Learning in Simulation]. We provide a rationale for scripted debriefing and introduce a PEARLS debriefing tool designed to facilitate implementation
604 citations
TL;DR: This critical review examines the timing, facilitation, conversational structures, and process elements used in healthcare simulationDebriefing process elements are an array of techniques to optimize reflective experience and maximize the impact of debriefing
Abstract: Debriefing is a critical component in the process of learning through healthcare simulation. This critical review examines the timing, facilitation, conversational structures, and process elements used in healthcare simulation debriefing. Debriefing occurs either after (postevent) or during (within-event) the simulation. The debriefing conversation can be guided by either a facilitator (facilitator-guided) or the simulation participants themselves (self-guided). Postevent facilitator-guided debriefing may incorporate several conversational structures. These conversational structures break the debriefing discussion into a series of 3 or more phases to help organize the debriefing and ensure the conversation proceeds in an orderly manner. Debriefing process elements are an array of techniques to optimize reflective experience and maximize the impact of debriefing. These are divided here into the following 3 categories: essential elements, conversational techniques/educational strategies, and debriefing adjuncts. This review provides both novice and advanced simulation educators with an overview of various methods of conducting healthcare simulation debriefing. Future research will investigate which debriefing methods are best for which contexts and for whom, and also explore how lessons from simulation debriefing translate to debriefing in clinical practice.
399 citations
Cites background from "Do Team and Individual Debriefs Enh..."
...It improves individual and team performance in a number of contexts.(17,61) Learner-guided postevent debriefing has a small body of supporting evidence indicating that it can effectively improve behavioral skills....
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TL;DR: This heuristic is designed to help those in practice diagnose team-based problems by providing a clear focus on relevant aspects of teamwork and to offer areas for future research regarding both teamwork and its critical considerations.
Abstract: Teams are pervasive in today's world, and rightfully so as we need them. Drawing upon the existing extensive body of research surrounding the topic of teamwork, we delineate nine “critical considerations” that serve as a practical heuristic by which HR leaders can determine what is needed when they face situations involving teamwork. Our heuristic is not intended to be the definitive set of all considerations for teamwork, but instead consolidates key findings from a vast literature to provide an integrated understanding of the underpinnings of teamwork—specifically, what should be considered when selecting, developing, and maintaining teams. This heuristic is designed to help those in practice diagnose team-based problems by providing a clear focus on relevant aspects of teamwork. To this end, we first define teamwork and its related elements. Second, we offer a high-level conceptualization of and justification for the nine selected considerations underlying the heuristic, which is followed by a more in-depth synthesis of related literature as well as empirically-driven practical guidance. Third, we conclude with a discussion regarding how this heuristic may best be used from a practical standpoint, as well as offer areas for future research regarding both teamwork and its critical considerations
338 citations
Cites background from "Do Team and Individual Debriefs Enh..."
...Indeed, by using properly constructed debriefs, team coordination and other performance outcomes can be improved by 20 to 25 percent (Tannenbaum & Cerasoli, 2013)....
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TL;DR: This article categorizes team composition models into four types and highlights theory and research associated with each one and offers an integrative framework that represents members’ attributes as simultaneously contributing variance to each of the four model types.
338 citations
Cites background from "Do Team and Individual Debriefs Enh..."
...Team-building interventions (Salas, Rozell, Mullen, & Driskell, 1999), after-action reviews or debriefs (Tannenbaum & Cerasoli, 2013), and focused leadership actions (Burke, Stagl, Klein, Goodwin, Salas, & Halpin, 2006) can all help to compensate for misaligned team profiles or members’ shortages…...
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TL;DR: A review of the literature describing key elements of educational efficiency and local implementation, including mastery learning and deliberate practice, spaced practice, contextual learning, feedback and debriefing, assessment, innovative educational strategies, faculty development, and knowledge translation and implementation are provided.
Abstract: The formula for survival in resuscitation describes educational efficiency and local implementation as key determinants in survival after cardiac arrest. Current educational offerings in the form of standardized online and face-to-face courses are falling short, with providers demonstrating a decay of skills over time. This translates to suboptimal clinical care and poor survival outcomes from cardiac arrest. In many institutions, guidelines taught in courses are not thoughtfully implemented in the clinical environment. A current synthesis of the evidence supporting best educational and knowledge translation strategies in resuscitation is lacking. In this American Heart Association scientific statement, we provide a review of the literature describing key elements of educational efficiency and local implementation, including mastery learning and deliberate practice, spaced practice, contextual learning, feedback and debriefing, assessment, innovative educational strategies, faculty development, and knowledge translation and implementation. For each topic, we provide suggestions for improving provider performance that may ultimately optimize patient outcomes from cardiac arrest.
219 citations
References
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Book•
01 Jan 2001TL;DR: In this article, the authors present experiments and generalized Causal inference methods for single and multiple studies, using both control groups and pretest observations on the outcome of the experiment, and a critical assessment of their assumptions.
Abstract: 1. Experiments and Generalized Causal Inference 2. Statistical Conclusion Validity and Internal Validity 3. Construct Validity and External Validity 4. Quasi-Experimental Designs That Either Lack a Control Group or Lack Pretest Observations on the Outcome 5. Quasi-Experimental Designs That Use Both Control Groups and Pretests 6. Quasi-Experimentation: Interrupted Time Series Designs 7. Regression Discontinuity Designs 8. Randomized Experiments: Rationale, Designs, and Conditions Conducive to Doing Them 9. Practical Problems 1: Ethics, Participant Recruitment, and Random Assignment 10. Practical Problems 2: Treatment Implementation and Attrition 11. Generalized Causal Inference: A Grounded Theory 12. Generalized Causal Inference: Methods for Single Studies 13. Generalized Causal Inference: Methods for Multiple Studies 14. A Critical Assessment of Our Assumptions
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"Do Team and Individual Debriefs Enh..." refers background in this paper
...Because much of the data were based on quasiexperimental designs, causal inferences should be drawn with care (Shadish et al., 2002)....
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TL;DR: An up-to-date handbook on conceptual and methodological issues relevant to the study of industrial and organizational behavior is presented in this paper, which covers substantive issues at both the individual and organizational level in both theoretical and practical terms.
Abstract: An up-to-date handbook on conceptual and methodological issues relevant to the study of industrial and organizational behavior. Chapters contributed by leading experts from the academic and business communities cover substantive issues at both the individual and organizational level, in both theoretical and practical terms.
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TL;DR: In this article, a review of available empirical research supports the contention that strong attitude-behavior relations can be obtained only under high correspondence between at least the target and action elements of the attitudinal and behavioral entities.
Abstract: Research on the relation between attitude and behavior is examined in light of the correspondence between attitudinal and behavioral entities. Such entities are defined by their target, action, context, and time elements. A review of available empirical research supports the contention that strong attitude-behavior relations dre obtained only under high correspondence between at least the target and action elements of the attitudinal and behavioral entities. This conclusion is compared with the rather pessimistic assessment of the utility of the attitude concept found in much contemporary social psychological literature.
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"Do Team and Individual Debriefs Enh..." refers background in this paper
...As with other areas in psychology (cf. Ajzen & Fishbein, 1977), we suggest that the observed effectiveness of debriefs will be greater when the levels are aligned....
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Journal Article•
TL;DR: The authors summarize 35 years of empirical research on goal-setting theory, describing the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives.
Abstract: University of TorontoThe authors summarize 35 years of empirical research ongoal-setting theory. They describe the core findings of thetheory, the mechanisms by which goals operate, modera-tors of goal effects, the relation of goals and satisfaction,and the role of goals as mediators of incentives. Theexternal validity and practical significance of goal-settingtheory are explained, and new directions in goal-settingresearch are discussed. The relationships of goal setting toother theories are described as are the theory’s limitations.
5,700 citations
"Do Team and Individual Debriefs Enh..." refers background in this paper
...It also allows for the establishment of specific, challenging action plans and goals (Locke & Latham, 1990), which in turn affect motivational direction, intensity, and persistence (Locke & Latham, 2002)....
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TL;DR: This article reviewed the book "A Theory of Goal Setting and Task Performance" by Edwin A. Locke and Gary P. Latham and found it to be a good introduction to goal setting and task performance.
Abstract: The article reviews the book “A Theory of Goal Setting and Task Performance,” by Edwin A. Locke and Gary P. Latham.
5,435 citations
"Do Team and Individual Debriefs Enh..." refers background or methods in this paper
...It also allows for the establishment of specific, challenging action plans and goals (Locke & Latham, 1990), which in turn affect motivational direction, intensity, and persistence (Locke & Latham, 2002)....
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...According to goalsetting theory (Locke & Latham, 1990) and feedback intervention theory (Kluger & DeNisi, 1996), when feedback is perceived as credible, it yields better outcomes....
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