Debriefing and Evaluation Flashcards
7 cards from real CHSE practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Debriefing and Evaluation flashcards as text
Which debriefing model uses the phases 'Reactions, Understanding, and Summary' (RUS)?
Answer: GAS model
The GAS (Gather, Analyze, Summarize) model is sometimes described using RUS phases to structure post-simulation discussion.
In the PEARLS debriefing framework, what does the 'A' stand for?
Answer: Analysis
PEARLS stands for Promoting Excellence And Reflective Learning in Simulation, with the 'A' representing Analysis of the clinical reasoning.
A facilitator notices learners are becoming defensive during debriefing. The BEST immediate strategy is to:
Answer: Use advocacy-inquiry to explore their perspective non-judgmentally
Advocacy-inquiry combines the facilitator's observation with a genuine question, reducing defensiveness by validating the learner's frame of reference.
Which evaluation tool is MOST appropriate for assessing team communication behaviors during a simulated code response?
Answer: Team Emergency Assessment Measure (TEAM)
The TEAM tool is specifically designed to rate non-technical team skills including communication during emergency scenarios.
What is the primary purpose of establishing a 'fiction contract' before simulation?
Answer: To set expectations that allow learners to engage authentically despite knowing it is simulation
The fiction contract creates a shared agreement that learners will treat the simulation as real, supporting psychological safety and engagement.
Formative evaluation in simulation education is BEST described as:
Answer: Ongoing assessment used to guide learning during the educational process
Formative evaluation provides feedback during learning to improve performance, distinct from summative evaluation which judges final competence.
During a debriefing, a learner says, 'I froze because I didn't know what drug to give.' The facilitator BEST responds by:
Answer: Asking, 'What information would have helped you make that decision?'
Redirecting with a reflective question helps the learner identify the knowledge gap and construct understanding rather than simply receiving an answer.