Cognitive Load Theory for debriefing simulations: implications for faculty development
Abstract The debriefing is an essential component of simulation-based training for healthcare professionals, but learning this complex skill can be challenging for simulation faculty. There are multiple competing priorities for a debriefer’s attention that can contribute to a high mental workload, w...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2018-12-01
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| Series: | Advances in Simulation |
| Online Access: | http://link.springer.com/article/10.1186/s41077-018-0086-1 |
| _version_ | 1818153644758925312 |
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| author | Kristin L. Fraser Michael J. Meguerdichian Jolene T. Haws Vincent J. Grant Komal Bajaj Adam Cheng |
| author_facet | Kristin L. Fraser Michael J. Meguerdichian Jolene T. Haws Vincent J. Grant Komal Bajaj Adam Cheng |
| author_sort | Kristin L. Fraser |
| collection | DOAJ |
| description | Abstract The debriefing is an essential component of simulation-based training for healthcare professionals, but learning this complex skill can be challenging for simulation faculty. There are multiple competing priorities for a debriefer’s attention that can contribute to a high mental workload, which may adversely affect debriefer performance and consequently learner outcomes. In this paper, we conceptualize the debriefer as a learner of debriefing skills and we discuss Cognitive Load Theory to categorize the many potential mental loads that can affect the faculty debriefer as learner. We then discuss mitigation strategies that can be considered by faculty development programmes to enhance professional development of debriefing staff. |
| first_indexed | 2024-12-11T14:13:54Z |
| format | Article |
| id | doaj.art-945d74cbd45a458ea5a5dfa9f0346ed1 |
| institution | Directory Open Access Journal |
| issn | 2059-0628 |
| language | English |
| last_indexed | 2024-12-11T14:13:54Z |
| publishDate | 2018-12-01 |
| publisher | BMC |
| record_format | Article |
| series | Advances in Simulation |
| spelling | doaj.art-945d74cbd45a458ea5a5dfa9f0346ed12022-12-22T01:03:16ZengBMCAdvances in Simulation2059-06282018-12-01311810.1186/s41077-018-0086-1Cognitive Load Theory for debriefing simulations: implications for faculty developmentKristin L. Fraser0Michael J. Meguerdichian1Jolene T. Haws2Vincent J. Grant3Komal Bajaj4Adam Cheng5Department of Medicine, Cumming School of Medicine, University of CalgaryDepartment of Emergency Medicine, NYC Health + Hospitals/Harlem Simulation Center, Columbia University School of MedicineDepartment of Medicine, Cumming School of Medicine, University of CalgaryDepartments of Pediatrics and Emergency Medicine, Cumming School of Medicine, University of CalgaryNew York City Health and Hospitals Simulation CenterDepartments of Pediatrics and Emergency Medicine, Cumming School of Medicine, University of CalgaryAbstract The debriefing is an essential component of simulation-based training for healthcare professionals, but learning this complex skill can be challenging for simulation faculty. There are multiple competing priorities for a debriefer’s attention that can contribute to a high mental workload, which may adversely affect debriefer performance and consequently learner outcomes. In this paper, we conceptualize the debriefer as a learner of debriefing skills and we discuss Cognitive Load Theory to categorize the many potential mental loads that can affect the faculty debriefer as learner. We then discuss mitigation strategies that can be considered by faculty development programmes to enhance professional development of debriefing staff.http://link.springer.com/article/10.1186/s41077-018-0086-1 |
| spellingShingle | Kristin L. Fraser Michael J. Meguerdichian Jolene T. Haws Vincent J. Grant Komal Bajaj Adam Cheng Cognitive Load Theory for debriefing simulations: implications for faculty development Advances in Simulation |
| title | Cognitive Load Theory for debriefing simulations: implications for faculty development |
| title_full | Cognitive Load Theory for debriefing simulations: implications for faculty development |
| title_fullStr | Cognitive Load Theory for debriefing simulations: implications for faculty development |
| title_full_unstemmed | Cognitive Load Theory for debriefing simulations: implications for faculty development |
| title_short | Cognitive Load Theory for debriefing simulations: implications for faculty development |
| title_sort | cognitive load theory for debriefing simulations implications for faculty development |
| url | http://link.springer.com/article/10.1186/s41077-018-0086-1 |
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