Educational Principles

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Debriefing Format

Sitting in a calm, quiet (away from others) space with student nearer to (open) door (so as not to block exit). "Is this a good time to debrief?"

How did the day go? Why? (Themes: good information gathering, planning [primary/contingency], communication, situation awareness, attention to flow)

What went well? What 2 things will you keep in your repertoire “basket.”

What didn’t go so well? Name something you’ll leave out of your basket.

What else about today comes to mind?

What can I (as an educator/supervisor) do differently? (Theme: teaching, support, independence)

Key question: Are you a different anesthesiologist now than you were at 7am?

Being a good educational supervisor

Focus on Formative Feedback

Validity evidence for the Anesthesia Clinical Encounter Assessment (ACEA) tool to support competency-based medical education - British Journal of Anaesthesia

WFSA: Education for anaesthesia providers worldwide

Article list on Educational principles in anesthesia

Mentoring:Seven Roles and Some Specifics

Perceptions and goals of preoperative planning conversations between anesthesiology residents and attending physicians

Approach to Handling a Problem Resident

A general framework for approaching residents in difficulty

Personality Factors Associated With Resident Performance: Results From 12 Accreditation Council for Graduate Medical Education Accredited Orthopaedic Surgery Programs

Resident remediation, probation, and dismissal basic considerations for program directors

The "Difficult Learner" in anesthesiology: Challenges, pitfalls, and recommendations

The Flexner Report--100 years later

Evolution of the feedback conversation in anaesthesia education: a narrative review

Providing Effective Feedback to Residents

What Is a Mentor?

Coaching inexperienced clinicians before a high stakes medical procedure: randomized clinical trial Editorial

Three Good Questions for Faculty and Their Mentors in Support of Academic Career Development

A scoping review of feedback features during clinical education for anaesthesia trainees

Feedback for Learners in Medical Education: What Is Known? A Scoping Review

Educational Strategies to Prepare Trainees for Clinical Uncertainty

Teaching Techniques of the 21st Century: Simulation, Virtual Reality, and Beyond

Using entrustment-supervision scales in anaesthetic assessments

Simulation beyond Residency: A Call to Action for Anesthesiology Leaders and Perioperative Teams

Calibrating Critical Feedback: The Three Zones of Learner Response

Decision Making under Deep Uncertainty

ASK-TELL-ASK

The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.

• The strengths of this model:

• learner-centered

• fosters students' self-assessment skills

• increases students' accountability for learning

• encourages preceptors to provide specific feedback

• can be used across a variety of settings

PENDLETON'S RULES

• Clarify any points of information

• Ask the student to identify what went well

• The facilitator and observers to also comment on what went well

• Ask the student to comment on what could be improved

• The facilitator and observers to also comment on what could be improved

• Designed to make feedback balanced, learner-centered, and constructive.

• It's commonly used in teaching settings like ward rounds, OSCE practice, and supervision.

• Positive reinforcement before constructive criticism

• Strengths

• Encourages active learning and reflection

• Builds confidence by starting with positives

• Provides clear, structured feedback

• Promotes a supportive learning environment

AGENDA-LED OUTCOMES-BASED ANALYSIS

• Starts by asking the learner what they would like feedback on, before their presentation/ consultation

• Allow the learner to comment first

• The whole group then contributes in a problem-solving manner

• Other feedback from the group

• Wider discussion (the facilitator may share personal experience/ research evidence etc)