• Maria Ahmed, Nick Sevdalis, John Paige, Ram Paragi-Gururaja, Debra Nestel, and Sonal Arora.
• Department of Surgery and Cancer, Imperial College, St Mary's Hospital, London, UK.
• Am. J. Surg. 2012 Apr 1;203(4):523-9.

BackgroundChanges in surgical training have decreased opportunities for experiential learning in the operating room (OR). With this decrease, a commensurate increase in debriefing-dependent simulation-based activities has occurred. Effective debriefing could optimize learning from both simulated and real clinical encounters.MethodsThirty-three semistructured interviews with surgeons, anesthesiologists, and OR nurses from the United Kingdom, United States, and Australia identified the goals of debriefing, core components of an effective debrief, and solutions to its effective implementation. Interviews were audiotaped, transcribed, and coded using emergent theme analysis.ResultsCore components of an effective debrief include having the appropriate approach, establishing a learning environment, learner engagement, managing learner reaction, reflection, analysis, diagnosis, and application to real clinical practice. Solutions to enhance practice involve promotion of a debriefing culture within the surgical community with protected time to conduct a structured debriefing.ConclusionsA need exists to enhance surgical training through regular structured debriefing. Identifying the key components of an effective debrief is a first step toward improving practice and embedding a debriefing culture within the OR.Copyright © 2012 Elsevier Inc. All rights reserved.

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