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PEARLS debriefing for social justice and equity: integrating health advocacy in simulation-based education.
Adv Simul (Lond)
December 2024
Institute of Health Sciences Education, Faculty of Medicine & Health Sciences, McGill University, Montreal, Quebec, Canada.
Addressing health inequities in health professions education is essential for preparing healthcare workers to meet the demands of diverse communities. While simulation has become a widely recognized and effective method for providing safe and authentic clinical learning experiences, there has been limited attention towards the power of simulation in preparing health practitioners to work with groups who experience health disparities due to systems of inequality. Balancing technical proficiency with educational approaches that foster critical reflection and inform action oriented towards social accountability is essential.
View Article and Find Full Text PDFHow to deliver effective paediatric simulation based education.
Paediatr Respir Rev
September 2024
Department of Paediatric Emergency Medicine, The Children's Hospital at Westmead, Westmead, NSW, Australia; Clinical Associate Professor, The University of Sydney Children's Hospital Westmead Clinical School, Westmead, NSW, Australia. Electronic address:
Simulation based education (SBE) is an educational tool increasingly used in the approach to the initial and ongoing education of healthcare professionals. Like all education tools, SBE needs to be used appropriately to achieve the desired outcomes. Using Cognitive Load Theory (CLT) in the instructional design of simulations is essential to maximise participant learning by reducing extraneous load and optimising intrinsic load.
View Article and Find Full Text PDFBackground: Debriefing is essential in nursing education, aiding self-reflection and knowledge comprehension. Following the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice for Debriefing is key in promoting self-awareness and achieving learning objectives. Nurse educator students must practice designing, prebriefing, facilitating, and debriefing simulations to identify areas for improvement.
View Article and Find Full Text PDFA Comparison of Two Debriefing Rubrics to Assess Facilitator Adherence to the PEARLS Debriefing Framework.
Simul Healthc
December 2024
From the Department of Surgery (N.G.), Medical College of Georgia, Augusta University, Augusta, GA; Medical College of Georgia (F.B.), Augusta University, Augusta, GA; Department of Emergency Medicine (M.T.), Indiana University School of Medicine, West Lafayette, IN ; and Department of Medicine (A.J.K.), Medical College of Georgia, Augusta University, Augusta, GA.
Introduction: Many educators have adopted the Promoting Excellence and Reflective Learning in Simulation (PEARLS) model to guide debriefing sessions in simulation-based learning. The PEARLS Debriefing Checklist (PDC), a 28-item instrument, and the PEARLS Debriefing Adherence Rubric (PDAR), a 13-item instrument, assess facilitator adherence to the model. The aims of this study were to collect evidence of concurrent validity and to evaluate their unique strengths.
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