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Improving Facilitated Debriefings - How are barriers to learning recognized by instructors and mitigated during post-simulator debriefings?

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2018, Doctor of Philosophy, Ohio State University, Industrial and Systems Engineering.
Simulated crisis training is an invaluable tool that allows practitioners the opportunity to explore their domain’s operational space. After which, these training opportunities are followed by a post simulation debriefing which allows for self-reflection. This enhances the experience and in turn grows expertise that is operationally transferrable to dissimilar events. Despite these apparent educational benefits, debriefings are underappreciated, underutilized in addition to instructors frequently encountering barriers to learning. Failure to repair these sessions can hamper effective learning and challenge completion of the learning objectives. Here I report that in a naturalistic research setting, I used a diary study format to collect what were the barriers to learning that instructors faced while teaching. My findings include the discovery of numerous barriers and those mitigation strategies that were successfully employed. This created a teaching atmosphere such that effective self-reflection of the simulator session was possible thereby growing expertise. This is the only known corpus of data that explores to identify post-simulation barriers to learning and successful mitigation strategies. These findings have the potential to increase learning and overall practitioner performance following advanced simulation.
David Woods (Advisor)
Emily Patterson (Committee Member)
Mike Rayo (Committee Member)
132 p.

Recommended Citations

Citations

  • Pruchnicki, S. (2018). Improving Facilitated Debriefings - How are barriers to learning recognized by instructors and mitigated during post-simulator debriefings? [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu153977469273507

    APA Style (7th edition)

  • Pruchnicki, Shawn. Improving Facilitated Debriefings - How are barriers to learning recognized by instructors and mitigated during post-simulator debriefings? . 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu153977469273507.

    MLA Style (8th edition)

  • Pruchnicki, Shawn. "Improving Facilitated Debriefings - How are barriers to learning recognized by instructors and mitigated during post-simulator debriefings? ." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153977469273507

    Chicago Manual of Style (17th edition)