W12 Build your own Meta-Debrief Club: An impactful way to debrief your debrief

Abstract Structure: Who should attend; Level (please select from Introductory/Intermediate/Advanced) Background, Intended Learning Outcomes, Structure of workshop Educational Methods to be used. The application of simulation as an educational tool within medicine is increasing. In immersive simulation, it is widely accepted that the post-scenario debrief is a critical component for learning. Effective faculty development is therefore required to preserve the quality of debriefing. Though clear standards have been set out by the Association of Simulated Practice in Healthcare (ASPiH), there is little in published literature describing faculty development. NHS Lothian has established a ‘debriefing the debrief’ programme, called ‘The Meta-Debrief Club’ or ‘MDC’. It is available to staff from all backgroundsand levels of experience. Through group reflection, debriefers take part in regular evaluation of their practice, with constructive feedback from peers. The purpose of this workshop is to share the story of how the MDC emerged, and to provide the structure, tools, and support to others who are interested in forming their own process of meta-debriefing. Who Should Attend: Simulation educators with experience in debriefing immersive simulation. Level: All. ILOs: Discuss the benefits of meta–debriefing as a tool to increase proficiency in debriefing immersive simulation. Demonstrate a facilitated meta–debrief process in the simulated environment. Formulate a plan in creating an meta–debrief club in the learner’s department or simulation centre. Structure/methods of Workshop (This is TBC depending on time offered.) The structure of the workshop utilises a facilitated workshop style of small group discussions and activities. Activity one: A presentation of the current literature around the importance of meta-debriefing to practice and the story of how the MDC was formed. Tools and structure of the MDC are then distributed across tables, explored and explained. Activity two: Groups are then invited to watch pre-recorded debriefs (the number and time dependant on time offered) and learners are asked engage with a facilitated meta-debrief process. A reflective group discussion on this will follow. Activity three: Groups are invited to work together to formulate their own MDC plans, including a critique the presented MDC process, and invited to add alterative tools, ideas, and structure, and present their plans back to the group. Evaluations and email addresses are be collected to continue the conversation after the conference. References Fanning RM, Gaba DM. The role of debriefing in simulation-based learning. Simul Health 2007;2(2):115–25. Purva M, Nicklin J. ASPiH standards for simulation-based education: process of consultation, design and implementation. BMJ Simul Technol Enhanc Learn 2018;4(3):117–125.