When common cognitive biases impact debriefing conversations

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dc.contributor.authorMeguerdichian, Michael J.
dc.contributor.authorTrottier, Dana G.
dc.contributor.authorCampbell-Taylor, Kimberly
dc.contributor.authorBentley, Suzanne
dc.contributor.authorBryant, Kellie
dc.contributor.authorKolbe, Michaela
dc.contributor.authorGrant, Vincent
dc.contributor.authorCheng, Adam
dc.date.accessioned2024-12-22T01:05:43Z
dc.date.available2024-12-22T01:05:43Z
dc.date.issued2024-12-18
dc.date.updated2024-12-22T01:05:43Z
dc.description.abstractAbstract Healthcare debriefing is a cognitively demanding conversation after a simulation or clinical experience that promotes reflection, underpinned by psychological safety and attention to learner needs. The process of debriefing requires mental processing that engages both “fast” or unconscious thinking and “slow” intentional thinking to be able to navigate the conversation. “Fast” thinking has the potential to surface cognitive biases that impact reflection and may negatively influence debriefer behaviors, debriefing strategies, and debriefing foundations. As a result, negative cognitive biases risk undermining learning outcomes from debriefing conversations. As the use of healthcare simulation is expanding, the need for faculty development specific to the roles bias plays is imperative. In this article, we hope to build awareness about common cognitive biases that may present in debriefing conversations so debriefers have the chance to begin the hard work of identifying and attending to their potential detrimental impacts.
dc.identifier.citationAdvances in Simulation. 2024 Dec 18;9(1):48
dc.identifier.urihttps://doi.org/10.1186/s41077-024-00324-0
dc.identifier.urihttps://hdl.handle.net/1880/120307
dc.language.rfc3066en
dc.rights.holderThe Author(s)
dc.titleWhen common cognitive biases impact debriefing conversations
dc.typeJournal Article
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