Podcast appearances and mentions of walter eppich

Vic speaks with Eve Purdy about their recent paper in Advances in Simulation - Taking simulation out of its “safe container”—exploring the bidirectional impacts of psychological safety and simulation in an emergency department. We talk about the shared experience of many simulation educators that led to the research question – How does psychological safety in the workplace affect that experienced in the ‘sim space' and how does that leak back in turn? Eve describes the methods and findings, and refers to the wealth of literature on psychological safety in simulation that this paper builds upon – research by Roison O'Donovan, Jenny Rudolph's foundational ‘safe container article, Michaela Kolbe's work on the ‘dynamic balancing act' in simulation debriefing and more.    The episode includes quotes and audio snippets from simulation colleagues – Ben Symon, Chris Roussin, Jenny Rudolph, Walter Eppich and Michaela Kolbe.    For more on psychological safety in simulation and the workplace – these prior simulcast episodes on the ‘safe container' and ‘rapport' might be of interest, together with Eve's recent talk to RCEM on psychological safety in emergency medicine.    This is the latest in our Simulcast collaboration with Advances in Simulation – an open access Simulation Journal. Thanks also to the teams at Gold Coast Health Emergency Department and to the Emergency Medicine Research Foundation who provided grant funding for the study      

In this podcast, Series 1, Chapter 5, Dr. Barsuk interviews Dr. Walter Eppich about debriefing and feedback in mastery learning.

Today's Innovations in Medical Education (TIME): From FIRST to SECOND: A National, Cluster Randomized Controlled Trial to Improve the Learning Environment and Resident Well-Being Tuesday, October 20 4:00 p.m. to 5:00 p.m. Yue-Yung Hu, MD, MPH Assistant Professor of Surgery (Pediatric Surgery) Learning Objectives At the end of this presentation, participants should be able to: 1. Summarize the data on duty hour flexibility in surgical residency. 2. Explain the impact of the learning environment on resident well-being. 3. Describe ongoing efforts to improve resident well-being. Click here for more information and a schedule of upcoming TIME lectures. Sponsored by the Feinberg Academy of Medical Educators Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Yue-Yung Hu has nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. Feinberg School of Medicine CME leadership and staff have nothing to disclose: Clara J. Schroedl, MD, Sheryl Corey, Rhea Alexis Banks and Allison McCollum. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Elizabeth Hunt, MD, MPH, PhD Johns Hopkins University School of Medicine Associate Professor, Anesthesiology, Critical Care Medicine, and Pediatrics David S. and Marilyn M. Zamierowski Director of the Johns Hopkins Medicine Simulation Center Co-Chair of the Johns Hopkins CPR Advisory Committee Learning Objectives At the end of this presentation, participants will be able to · Define RCDP and discuss the evidence that supports use of RCDP. · Describe why RCDP is a learner-centered, “precision education” instructional strategy. · Identify opportunities to apply principles of RCDP in your educational setting. Credit Designation Statement The Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Elizabeth Hunt has nothing to disclose. Course director Dr. Walter Eppich has nothing to disclose. FSM’s CME Leadership and Staff have nothing to disclose: Clara J. Schroedl, MD, Medical Director of Continuing Medical Education, Sheryl Corey, Manager of Continuing Medical Education, Rhea Alexis Banks and Allison McCollum. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Abra L Fant, MD, MS Assistant Professor of Emergency Medicine Learning Objectives At the end of this presentation, participants will be able to · Describe a brief history of QI · Identify key stakeholders in developing and delivering your QI curriculum · Utilize education methodology to develop and deliver your QI curriculum · Describe the use of QI methodology to improve your educational offerings Credit Designation Statement The Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Abra Fant has nothing to disclose. Course director Dr. Walter Eppich has nothing to disclose. FSM’s CME Leadership and Staff have nothing to disclose: Clara J. Schroedl, MD, Medical Director of Continuing Medical Education, Sheryl Corey, Manager of Continuing Medical Education, Rhea Alexis Banks and Allison McCollum. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

2019 December 17 Today's Innovations in Medical Education (TIME) Learning Through Talk: Exploring Synergies Between Simulation and Workplace Learning Walter Eppich, MD, PhD Associate Professor of Pediatrics (Emergency Medicine) and Medical Education Learning Objectives At the end of this presentation, participants will be able to: Differentiate the important functions of talk in clinical education Discuss healthcare simulation debriefing as an example of formal learning conversation Describe the intrinsic learning potential of clinical workplace talk such as work-related telephone conversations Identify synergies between simulation and workplace learning

SIMULATE TO COMMUNICATE: CMS faculty Walter Eppich and Janice Palaganas sit down at the end of an intensive weeklong course to discuss how simulation can help develop your team's communication skills with three participants: Suchismitta Datta, Alexis Graham-Stephenson, and Michael Morgan. Enjoy!

LEARN THROUGH TALK: Walter Eppich, Demian Szyld, and Mary Fey join Dan & Janice to discuss Walter's PhD research on conversational learning, simulation as a means to better care for patients, productive tension, disguised feedback, & more. Enjoy!

CRITICAL CONVERSATIONS: Mary Fey joins Janice and guest hosts Walter Eppich and Demian Szyld to discuss her & Sue Forneris' monograph "Critical Conversations: The NLN Guide for Teaching Thinking," and the history of nursing simulation, as well as the effects on the teaching world of the study showing that 50% of clinical nursing hours could be simulation with similar outcomes. Enjoy!

Today's Innovations in Medical Education (TIME) Is There a Role for Emotional Intelligence (EI) in Medical Education? A Pilot Program for Training PM&R Residents James A. Sliwa, DO Associate Chair for Medical Education, Department of Physical Medicine and Rehabilitation Professor of Physical Medicine and Rehabilitation, and Medical Education Northwestern University Feinberg School of Medicine Click here to RSVP for the lecture. Learning Objectives At the end of this presentation, participants will be able to: 1. Understand the components of EI. 2. Describe the relationship of EI to the Accreditation Council for Continuing Medical Education Core Competencies. 3. Recognize the potential value of EI to team-based care. Click here for more information and a schedule of upcoming TIME lectures. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. James Sliwa has nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Today's Innovations in Medical Education (TIME) Making Phone Connections: Training and Assessing Interprofessional Communication via a Paging Module Tuesday, October 16 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Baldwin Auditorium 303 E. Superior St. Chicago, Illinois Jennifer Trainor, MD Associate Chair for Education, Department of Pediatrics Associate Professor of Pediatrics and Medical Education Northwestern University Feinberg School of Medicine Division of Emergency Medicine Ann & Robert H. Lurie Children’s Hospital of Chicago Click here to RSVP for the lecture. Click here for more information and a schedule of upcoming TIME lectures. Learning Objectives At the end of this presentation, participants will be able to: 1. Discuss the Core Entrustable Professional Activities (EPAs) for entering residency. 2. Identify best practices in interprofessional communication and how they apply to medical student communication. 3. Identify key steps in the creation of an assessment for a communication-related EPA. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Jennifer Trainor has nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Today's Innovations in Medical Education (TIME) Teaching Accurate Blood Pressure Measurement Across the Continuum of Medical Education Tuesday, August 21 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Baldwin Auditorium 303 E. Superior St. Chicago, Illinois Michael Rakotz, MD, FAAFP, FAHA Vice President, Health Outcomes American Medical Association Assistant Clinical Professor of Family and Community Medicine Northwestern University Feinberg School of Medicine Kate Kirley, MD, MS Director of Chronic Disease Prevention, Improving Health Outcomes group American Medical Association Learning Objectives At the end of this presentation, participants will be able to: 1. Describe why accurate blood pressure measurements are important in hypertension diagnosis and management. 2. List the key steps to measuring blood pressure correctly and the implications of obtaining inaccurate readings. 3. Recognize educational gaps identified in medical students, residents and fellows when learning blood pressure measurement skills and retaining those skills over time. 4. Review educational needs for improving and sustaining blood pressure measurement skills. 5. Propose potential solutions to address educational gaps and needs to improve blood pressure measurement skills. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Drs. Michael Rakotz and Kate Kirley have nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Power of Collective Wisdom: Effective Use of Clinical Competency Committees in UME and GME Tuesday, July 17 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Baldwin Auditorium 303 E. Superior St. Chicago, Illinois Celia O’Brien, PhD Assistant Professor of Medical Education Northwestern University Feinberg School of Medicine Learning Objectives At the end of this presentation, participants will be able to: 1. Define purpose of clinical competency committees in UME and GME. 2. List features of effective group decision-making. 3. Compare and contrast the use of numeric ratings vs. narrative feedback in judging competency. 4. Discuss how social and professional judgements contribute to competency decisions. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Celia O’Brien has nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Today's Innovations in Medical Education (TIME) TIME-ly Projects from the Medical Education Clinical Scholars (MECS) Program Tuesday, June 19 4:00 p.m. to 5:00 p.m. Robert H. Lurie Medical Research Center Baldwin Auditorium 303 E. Superior St. Chicago, Illinois Learning to be a doctor: Medical students' perception of their roles in longitudinal outpatient clerkships Blair Golden, MD Resident Physician, Internal Medicine Assessing ultrasound curriculums for critical care fellows: A single institution pilot study Rachel Kadar, MD Fellow, Critical Care Medicine Exposure and perception towards rehabilitation services for cancer patients among oncology subspecialty trainees Sonal Oza, MD Resident Physician, Physical Medicine and Rehabilitation Creating an endocrinology curriculum for general pediatrics residents Amy Rydin, MD Resident Physician, Pediatrics Learning Objectives At the end of this presentation, participants will be able to: 1. Introduce educational projects completed by McGaw trainees. 2. Demonstrate how educational projects serve as needs assessment for larger curricula. 3. Relate how educational projects during residency/fellowship translate into educational scholarship. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Blair Golden, Dr. Rachel Kadar, Dr. Sonal Oza and Dr. Amy Rydin have nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Today's Innovations in Medical Education (TIME) Electronic Health Records and Education: From Obstacle to Opportunity Tuesday, May 15 4:00 p.m. to 5:00 p.m. McGaw Pavilion Daniel Hale Williams Auditorium 240 E. Huron St, 2nd Floor Chicago, Illinois Heather Heiman, MD Associate Professor of Medicine (General Internal Medicine and Geriatrics) and Medical Education Northwestern University Feinberg School of Medicine Jennifer Bierman, MD Associate Professor of Medicine (General Internal Medicine and Geriatrics) and Medical Education Northwestern University Feinberg School of Medicine Kathryn Hufmeyer, MD Assistant Professor of Medicine (General Internal Medicine and Geriatrics) Northwestern University Feinberg School of Medicine Learning Objectives At the end of this presentation, participants will be able to: 1. Describe a strategy for teaching patient-centered communication using Electronic Health Records. 2. Discuss teaching and assessment methods to promote responsible electronic documentation. 3. List skills required for effective use of EHRs, applying a competency framework and considering entrustable professional activities. Sponsored by the Feinberg Academy of Medical Educators. Credit Designation Statement Northwestern University Feinberg School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity. Disclosure Statement Dr. Jennifer Bierman, Dr. Heather Heiman and Dr. Kathryn Hufmeyer have nothing to disclose. Course director, Dr. Walter Eppich, has nothing to disclose. The Feinberg School of Medicine's Continuing Medical Education leadership and staff have nothing to disclose. Accreditation Statement The Northwestern University Feinberg School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

  The dasSMACC (social medial and critical care) conference was recently held in Berlin. Simulation was a theme woven throughout the conference, and we thought a simulcast episode recapping on some of the messages and themes was timely. Smacc has arguably redefined the way we think about medical conferences – great speakers, great messages, hard core critical care in an engaging format. This year, simulation activities were embedded in main stage talks, workshops, panel discussions and the ‘Sim Haus’ we previewed in a recent Simulcast episode. A series of linked main stage talks from Clare Richmond, Chris Hicks and Jon Gatward gave us a framework for thinking about simulation modalities and matching method to objective. Following the journey of a head injured patient, we saw performances by actor Renee Lim, the incredibly realistic manikin made by Lifecast, and how end of life discussions, organ donation, cognitive biases can be addressed using simulation just as well as the action sequences involving airway management of a head injury. Also on the main stage - Brian Burns opening talk wasn’t about simulation, but rather was a futuristic trauma simulation in which he demonstrated the ways technology might improve our pre-hospital trauma care in the not too distant future, including drone delivered blood products. Jenny Rudolph gave us a practical insight and skills for dealing with ‘WTF’ moments, by seeking out the underlying frames for behaviour we find annoying or disappointing. She led a whole of audience exercise in resetting our response from unhelpful emotion to curiosity, bringing to life her longstanding work in double loop learning and debriefing using advocacy inquiry.     The interprofessional panel discussion (aka ‘the tribalism panel’) sparked conversations about how simulation can be an agent of culture change, but also how deliberate our strategies need to be in making our educational outcomes truly interprofessional. Both Jesse and I were involved in the education panel on Day 3 where simulation was again a core theme, especially as it pertains to preparing learners for the future, connecting with quality improvement in hospitals, and integrating into everyday work. Walter Eppich’s work on how to take our debriefing skills into the clinical area through coaching conversations received a lot of attention. As the Twitter moderator, Jesse wonderfully captured some audience questions and responses in this storify. Pre-conference workshops on Debriefing, Leave the Sim Lab behind and Stress Inoculation were a chance for attendees to deep dive with internationally respected faculty. Jan Schmutz presented his recent work on team reflexivity in the debriefing workshop (an enlightening read, but you will need to concentrate). The last of those workshops connected with a presmacc meeting in London – the Performance Psychology in Medicine Seminar. This fantastic program connected the worlds of high performance in pre-hospital care, other healthcare, elite sport and on stage. The event highlighted work like Mike Lauria’s Psychological skills to improve emergency care providers performance under stress, and others like Vicki Leblanc.   The Sim Haus was a dedicated physical space within the conference venue, which housed industry displays and ‘meet the experts’ session. There was some fascinating new technology and an atmosphere of sharing sim ideas and challenges.   Where to for more? Feel free to go back to #dasSMACC and also #simHaus, and of course wait for the talks and podcasts to be released on the smacc website and podcasts over the year. Next smacc conference is in Sydney February 2019

In our June journal club podcast Ben and Vic discuss the paper of the month.  Cheng et al. “Coaching the Debriefer: Peer Coaching to Improve Debriefing Quality in Simulation Programs” Simulation in Healthcare : The Journal of the Society for Simulation in Healthcare. Publish Ahead of Print, POST AUTHOR CORRECTIONS, 20 May 2017  Ben summarised the blog discussion and Walter Eppich’s expert opinion.    We then reviewed some recent papers  Roussin CJ1, Weinstock P.  SimZones: An Organizational Innovation for Simulation Programs and Centers. Acad Med. 2017 May 30. doi: 10.1097/ACM.0000000000001746. [Epub ahead of print]  And  Bong et al. The effects of active (hot-seat) versus observer roles during simulation-based training on stress levels and non-technical performance: a randomized trial. Advances in Simulation (2017) 2:7  DOI 10.1186/s41077-017-0040-7  (Open Access)  And Ben introduced next month’s paper on simulation faculty development.  Looking forward to another great discussion   Vic 

There is increasing use of ‘in situ’ simulation (ISS) – conducted in the actual care environment – as a healthcare simulation modality. This method supports teamwork training, process improvement and the identification of safety threats related to the environment or care systems within that real clinical environment.1,2   The shared reflective experience during simulation promotes transfer of lessons back to the workplace. Debriefing achieves improved operational performance across a range of fields, including outside healthcare.3 Most guidance on debriefing strategies4-6 comes from theoretical frameworks developed within and outside healthcare, and from educationally focused simulation. An exploration of self reported expert debriefing practice revealed that factors such as values and artistry may be as important as specific techniques.7   Optimal debriefing strategies for ISS remain unclear, and current practice has not been reviewed systematically. Most published reports of ISS programs lack detail as to how debriefing is conducted. How expert and experienced in situ debriefers adapt their practice for this context has not been previously reported, nor have measures of effectiveness been developed or tested. This exploratory study will use survey and interview methods to identify the characteristics of debriefing currently conducted within in situ simulation programs in healthcare.   Specifically: -   What are the features of currently practiced debriefing approaches following in situ simulation (ISS) in healthcare?  Characteristics of the ISS  Characteristics of the debriefer and participants  Characteristics of the debriefing process  Characteristics of any evaluation of the debriefing  Our aim is that identification of effective debriefing strategies will have implications for design of in situ simulation programs, faculty development for simulation educators and could inform further research questions related to measures of debriefing effectiveness.  If you are someone with experience of in situ simulation debriefing (ie in the real clinical environment, rather than skills lab), we’d like to invite you to participate in a survey based study, with an option to also participate in a subsequent interview.  If you are interested, please click here to provide your details for study recruitment or write an email to ISSdebreifing@gmail.com  Victoria Brazil, Walter Eppich, and Margaret Bearman    References  Guise JM, Mladenovic J. In situ simulation: identification of systems issues. Seminars in perinatology. 2013;37(3):161­5. Rosen MA, Hunt EA, Pronovost PJ, Federowicz MA, Weaver SJ. In situ simulation in continuing education for the health care professions: a systematic review. The Journal of continuing education in the health professions. 2012;32(4):243­54.  Tannenbaum SI, Cerasoli CP. Do team and individual debriefs enhance performance? A meta­analysis. Human factors. 2013;55(1):231­45.  Cheng A, Eppich W, Grant V, Sherbino J, Zendejas B, Cook DA. Debriefing for technology­enhanced simulation: a systematic review and meta­ analysis. Medical Education. 2014;48(7):657­66.  Eppich W, Cheng A. Promoting Excellence and Reflective Learning in Simulation (PEARLS): development and rationale for a blended approach to health care simulation debriefing. Simul Healthc. 2015;10(2):106­15.  Sawyer T, Eppich W, Brett­Fleegler M, Grant V, Cheng A. More Than One Way to Debrief: A Critical Review of Healthcare Simulation Debriefing Methods. Simulation in Healthcare. 2016;11(3):209­17.  Krogh K, Bearman M, Nestel D. “Thinking on your feet”—a qualitative study of debriefing practice. Advances in Simulation. 2016;1(1):1­11. 

Learning to be an effective simulation educator is a challenge. Education theory and practice, technical aspects and leadership are just some of the knowledge and skills involved.  In this episode of Simulcast we were joined by Demian Szyld, (pronounced ‘shield’…….. “like the weapon” he told me).  Demian (@demianszyld)  is the Senior Director of the Institute for Medical Simulation at CMS in Boston, where he works with previous Simulcast guests Jenny Rudolph and Walter Eppich.  He is involved in many aspects of simulation, including  as Chair of the Formal Training programs Affinity Group with the Society for Simulation in Healthcare, so we thought he’d offer some great insights into this question of how to train to be an effective simulation educator.  Demian is also a simulation podcaster – in Spanish. Check out Simulacion de Sur a Norte (Simulation from South to North)   So we structured our discussion around 2 case studies  Case study one  An experienced ED nurse has been given some protected time to ‘do sim’. He doesn’t have much formal education background, but is into ‘tech and toys’ and has helped run sims in the past at his previous job. He’s enthusiastic, and has a couple of docs in the department keen too. Keen to learn more so he can run the sims better and considering is doing a formal course  Where should he start?  We discussed the importance of making friends – locally and across simulation networks - and getting an idea of the knowledge and skills required. Going to conferences like IMSH (in Los Angeles next year), the Australasian Simulation Congress, SESAM and the INACSL (International Nursing Association for Clinical Simulation and Learning) conference – and joining workshops and networking.  Online resources like NHET Sim and practically focused websites like HealthySimulation.com and even You tube can be great resources. SSIH now runs formal certification programs.     Case study 2  An anaesthetic trainee is nearing the end of her clinical training, and wants to make sim a big part of her career, and is prepared to invest time and money in gaining qualifications. She may have opportunity to be deputy sim director of her local sim program in a year or so.  What options does she have?  There are many options for Masters programs and simulation Fellowships. Demian reinforced just how important it is to be a great educator to be an effective simulation leader. He strongly supports formal structured training, and described some the work of his group in looking at the common domains of practice of formal programs.  We were grateful Demian could spare the time to chat and would welcome other suggestions and resources in the comments.   vb 

In this podcast, Walter Eppich and Michaela Kolbe talk about the use of circular questions in debriefing healthcare teams. As a psychologist and family therapist, Michaela used circular questions to promote perspective taking and reflection about family interactions. In this podcast, Michaela explains how she adapted this approach for healthcare debriefing and provides multiple examples. She also discusses an article she and her team wrote entitled: "How to debrief teamwork interactions: using circular questions to explore and change team interaction patterns." References 1. Kolbe M, Marty A, Seelandt J, Grande B. How to debrief teamwork interactions: using circular questions to explore and change team interaction patterns. Adv Simul. 2016;1(1). doi: 10.1186/s41077-016-0029-7

In this podcast, Walter Eppich and Michaela Kolbe speak about blended debriefing strategies. Rather than using a single approach, Walter and and Michaela explore complementary blended debriefing approaches based on their papers on this topic (1,2), which allows debriefers to adapt their debriefing approaches based on their skills and other factors such as debriefing location, learner group, available time, etc. Several other studies are discussed (3-5). References 1. Kolbe M, Weiss M, Grote G, et al. TeamGAINS: a tool for structured debriefings for simulation-based team trainings. BMJ Qual Saf. 2013;22(7):541-553. doi: 10.1136/bmjqs-2012-000917 2. Eppich W, Cheng A. Promoting Excellence and Reflective Learning in Simulation (PEARLS). Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. 2015;10(2):106-115. doi: 10.1097/sih.0000000000000072 3. Ahmed M, Arora S, Russ S, Darzi A, Vincent C, Sevdalis N. Operation Debrief. Annals of Surgery. 2013;258(6):958-963. doi: 10.1097/sla.0b013e31828c88fc 4. Krogh K, Bearman M, Nestel D. “Thinking on your feet”—a qualitative study of debriefing practice. Adv Simul. 2016;1(1). doi: 10.1186/s41077-016-0011-4 5. Arora S, Ahmed M, Paige J, et al. Objective Structured Assessment of Debriefing. Annals of Surgery. 2012;256(6):982-988. doi: 10.1097/sla.0b013e3182610c91

In the first episode of the Debrief2Learn podcast, Vince Grant, Adam Cheng, Brent Thoma, and Walter Eppich discuss the paper "Debriefing-on-Demand”: A Pilot Assessment of Using a “Pause Button” in Medical Simulation" which was recently published in Simulation in Healthcare. Reference: McMullen M, Wilson R, Fleming M, Mark D, Sydor D, Wang L, Zamora J, Phelan R, Burjorjee JE. “Debriefing-on-Demand”: A Pilot Assessment of Using a “Pause Button” in Medical Simulation. Simulation in Healthcare. 2016 Jun 1;11(3):157-63.

Walter Eppich engages us on the topic of Interprofessional Communication: Challenges and Opportunities.    Eppich describes communication as the engine of learning - providing it is coming from a psychologically 'safe' environment free from humiliation and punishment.   Eppich characterises a psychologically safe environment being; an environment where people can speak up with idea, questions and mistakes without being fearful of being wrong and stresses when communication breaks down, patient safety breaks down and learning breakdown.   It takes a team to do patient care.