Facilitated Virtual Synchronous Debrief

A facilitated virtual synchronous debrief is one that is conducted using a web conferencing medium, where the discussion, facilitated by an educator, occurs at a set time (Verkuyl et al., 2020). It can be used following a virtual gaming simulation that is facilitated over a web conferencing system or at a later time if learners complete the virtual simulation asynchronously. Facilitated virtual synchronous debrief offers scheduling flexibility for both the learners and the facilitator (Goldsworthy & Verkuyl, 2021). A major advantage of the facilitated virtual synchronous debrief is the opportunity to hear their peers’ and educator’s perspective on the scenario. Conversely, there is less of an opportunity for individual authentic reflection on the experience. Another challenge is that learners and educator need to schedule a common meeting time (Goldsworthy & Verkuyl, 2021).

The facilitated discussion questions are crafted by the facilitator, and based on a debriefing theoretical framework. Debriefing questions should be leveled to the learner and help them achieve the learning objectives of the virtual gaming simulation.  The synchronous debrief should take place within two weeks of learners completing the virtual gaming simulation and not last longer than 50 minutes (Goldsworthy & Verkuyl, 2021). Effective facilitator skills and clear instructions about how the learner is expected to participate in the debrief are key to facilitating an effective debrief (Goldsworthy & Verkuyl, 2021).

The facilitated virtual synchronous debrief follows the Healthcare Simulation Standards of Best PracticeTM with some nuances related to using the virtual environment. When facilitating this type of debrief from Goldsworthy & Verkuyl (2021), there are a number of essential elements to consider to enhance psychological safety:

  • Ensure the chat is monitored, otherwise disable it because the chat option can be used inappropriately which can draw the learners attention away from the virtual debrief,
  • Consistent bandwidth is needed or consider having teleconferencing available as a backup
  • Promote the use of the video camera. It is helpful for the facilitator if all learners have their videos on because it promotes engagement, however, this can be a deterrent for some learners.
  • Ensure the learner has enough time to adequately reflect on the virtual gaming simulation decisions and performance or to review their analytics prior to the debriefing.
  • Provide instructions to learners related to their environment such as: ensure good lighting, remove distractions, turn phones off, connect from a private space.
  • Recording the virtual debrief is not recommended because it can reduce a sense of psychological safety
  • Groups should be limited to no more than 10 learners

A description of the process that is typically followed for a synchronous debrief is included in Table 6.4. When using this type of debrief, use the Table as a checklist.

Click here to download an accessible PDF copy of Table 6.4

Table 6.4. Facilitated Virtual Synchronous Debrief: A Process

Process Rationale

  1. Ensure that the debrief is led by an experienced debriefing facilitator.

Debriefing requires skill.

  1. Determine who will lead the debrief when co-debriefing is taking place.

Supports organization and flow.

Offers an opportunity to monitor learners' reactions.

  1. Ensure the facilitator understands both the content and the possible decision options available to learners in the virtual simulation.

Supports content expertise and an understanding of the learner perspective.

  1. Open the web-conferencing system prior to launching the session. Check that the camera provides a clear picture and that there is adequate lighting. Check audio.

Supports organization and social presence.

Promotes learner satisfaction when the experience is 'glitch free'.

  1. Welcome all learners when they arrive.

Promotes social presence and a sense of inclusion.

  1. Provide technology guidelines: advise learners if the session will be recorded; appropriate use of video, microphone, chat, quiet space.

Enhances psychological safety.

Promotes learner satisfaction when the experience is 'glitch free'.

  1. Establish ground rules: Confidentiality statement; Use of hand raising to minimize interruptions.

    Let learners know they will be called on and asked to share initial reactions to the simulation so they will be prepared.

Enhances psychological safety.

  1. Review Flow: Describe what will happen in the debrief (i.e. initial reactions, what went well, what did not go as well, take home messages, final thoughts).

Enhances psychological safety.

  1. Re-introduce the patient and the simulation learning objectives; with virtual simulation learner time elapsed since playing the simulation will vary. This gets everyone back on the "same page” to start.

Supports organization.

  1. Ask learners to access and review analytics or summary report of their virtual simulation experience during debrief (if used).

Encourages reflection and analytical skills.

  1. Ask the group questions but also post each question in the chat box so that learners can reread the question at any time.

Supports inclusion and organization.

  1. Start with initial reactions (In a few words, how did that simulation feel?).**

Encourages reflection.

  1. Continue the discussion by asking learners to describe what went well in the scenario? (What did they feel comfortable with, what exactly would they do the next time?).**

Encourages reflection and analytical skills.

  1. Discuss ‘What didn’t go so well’ in the scenario and/or ‘what would you change for next time?’**

Encourages reflection and analytical skills.

  1. Discuss ‘At what point did you feel something was wrong? What did you do?’**

Encourages reflection and analytical skills.

  1. Review key takeaway messages/key points (use white board or powerpoint slides to promote discussion).

Supports application to practice.

  1. Invite final thoughts and one key take- home message that learners will use in their practice. Invite each learner to comment.

Supports inclusion and practice application.

  1. In closing, thank everyone for participating.

Supports social presence.

  1. Offer to be available for further discussion or questions.

Supports learning, inclusion.

  1. Evaluate the learner and the faculty experience.

Encourages faculty development.

  1. Refine strategy for next time.

Encourages faculty development.

** These items may vary depending on the debriefing framework used.

This table originally appeared from the article by Goldsworthy, S. & Verkuyl, M. (2021). Facilitated virtual synchronous debriefing: A practical approach. Clinical Simulation in Nursing, https://doi.org/10.1016/j.ecns.2021.06.002. It has been modified for this etextbook.

In the following video Dr. Sandra Goldsworthy, PhD, MSc, RN, CNCC(C), CMSN(C), CCSNE, from Nipissing University discusses conducting a facilitated virtual synchronous debrief for learners after a virtual gaming simulation.

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Using Virtual Gaming Simulation: An Educator's Guide Copyright © 2022 by Centennial College is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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