Table 1 Fostering learning through self-assessment in debriefing using Ross’ four-stage model
From: Embracing informed learner self-assessment during debriefing: the art of plus-delta
Stage | Goal | Activity | Strategies |
|---|---|---|---|
1. Define the criteria | Clarify criteria used to judge performance | Prebriefing | - Solicit input from learners on potential performance criteria - Review performance criteria—this can be general or specific (e.g., performance checklist or assessment tool) |
2. Apply the criteria | Teach learners how to apply criteria in context | Debriefing | - Conduct a plus-delta to obtain a learner self-assessment - Highlight and discuss positive performance - Use language to connect positive behaviors with performance criteria - Review performance checklist or assessment tool relative to performance in simulation - View expert modeled performance (e.g., pre-recorded on video) |
3. Provide feedback | Deliver feedback on their performance and reflect on self-assessments | Debriefing | - Identify perception mismatches - Explore and discuss (i.e., focused facilitation) perception mismatches to uncover rationale driving perceptions - Use external data (e.g., video, performance checklists, objective data) to inform feedback - Provide feedback to close performance gaps |
4. Develop goals and action plans | Support learners to develop action plans that generalize learning to other contexts | Debriefing | - Discuss how key learning points can be generalized to other clinical contexts - Identify and summarize key learning points/action plan |