Component of instructional design | Application within a simulation fellowship | Examples in Debriefing |
---|---|---|
Structured learning tasks | Create real-life tasks with focused learning objectives toward desired skills acquisition Provide variability in tasks to develop systematic approaches | Use a standardized learner who offers a difficult debriefing situation Create difficult debriefing situations where strategies like “sign-posting” or normalization will de-escalate the difficult situation by creating different frames to be debriefed |
Supportive information | Offer didactic covering fundamental elements of a topic Journal club | Describe debriefing architecture and the purpose of each phase Discuss journal article addressing a debriefing construct or application of debriefing |
Procedural information | With skills needing to be automated, offer just-in-time feedback | During a debriefing, when an error is made skipping a phase in architecture, the debriefing is stopped and the learner is made to correct the error |
Part-task practice | Focused practice on elements of a complex skill allows for chunking of information and translating it into long-term memory | Practicing the pre-brief in isolation to polish the skill prior to putting it in the larger context of the debrief |