• Peter Dieckmann, Molin FriisSusanneS, Anne Lippert, and Doris Ostergaard.
• Herlev University Hospital, Denmark. mail@peter-dieckmann.de
• Med Teach. 2009 Jul 1; 31 (7): e287-94.

ObjectivesDescribing what simulation centre leaders see as the ideal debriefing for different simulator courses (medical vs. crisis resource management (CRM)-oriented). Describing the practice of debriefing based on interactions between instructors and training participants.MethodsStudy 1 - Electronic questionnaire on the relevance of different roles of the medical teacher for debriefing (facilitator, role model, information provider, assessor, planner, resource developer) sent to simulation centre leaders. Study 2 - Observation study using a paper-and-pencil tool to code interactions during debriefings in simulation courses for CRM for content (medical vs. CRM-oriented) and type (question vs. utterance).ResultsStudy 1 - The different roles were seen as equally important for both course types with the exception of 'information provider' which was seen as more relevant for medical courses. Study 2 - There were different interaction patterns during debriefings: line - involving mostly the instructor and one course participant, triangle - instructor and two participants, fan - instructor and all participants in a dyadic form and net - all participants and the instructor with cross references.ConclusionWhat simulation centre heads think is important for the role mix of simulation instructors is (at least partly) not reflected in debriefing practice.

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