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Tabla 1: Descripción de los objetivos del instrumento objective structured Assessment of Debriefing (OSAD) original. |
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Objective Structured Assessment of Debriefing |
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1 |
2 |
3 |
4 |
5 |
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1. Approach |
Confrontational, judgmental approach |
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Attempts to establish rapport with the learner(s) but is either over- critical or too informal in their approach |
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Establishes and maintains rapport throughout; uses a non-threatening but honest approach, creating a psychologically safe environment |
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2. Establishes learning environment |
Unclear expectations of the learner(s); no rules for learner(s) engagement |
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Explains purpose of the debriefing or learning session but does not clarify learner(s) expectations |
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Explains purpose of debrief and clarifies expectations and objectives from the learner(s) at the start |
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3. Engagement of learners |
Purely didactic; facilitator doing all of the talking, and not involving passive learner(s) |
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Learner(s) participates in the discussion but mostly through closed questions; facilitator not actively inviting contributions from more passive learner(s) |
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Encourages participation of learner(s) through use of open-ended questions; invites learner(s) to actively contribute to discussion |
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4. Reaction |
No acknowledgment of learner(s)’s reactions, or emotional impact of the experience |
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Asks the learner(s) about their feelings but does not fully explore their reaction to the event |
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Fully explores learner(s)’s reaction to the event, dealing appropriately with learner(s)’s who are unhappy |
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5. Descriptive reflection |
No opportunity for self-reflection; learner(s) not asked to describe what actually happened in the scenario |
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Some description of events by facilitator, but with little self-reflection by learner(s) |
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Encourages learner(s) to self-reflect upon what happened using a step by step approach |
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6. Analysis |
Reasons and consequences of actions are not explored with the learner(s) |
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Some exploration of reasons and consequences of actions by facilitator (but not learner(s)), but no opportunity to relate to previous experience |
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Helps learner(s) to explore reasons and consequences of actions, identifying specific examples and relating to previous experience |
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7. Diagnosis |
No feedback on clinical or teamwork skills; does not identify performance gaps or provide positive reinforcement |
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Feedback provided only on clinical (technical) skills; focuses on errors and not purely on behaviours that can be changed |
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Provides objective feedback on clinical (technical) and teamwork skills; identifies positive behaviours in addition to performance gaps, specifically targeting behaviours that can be changed |
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8. Application |
No opportunity for learner(s) to identify strategies for future improvement or to consolidate key learning points |
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Some discussion of learning points and strategies for improvement but lack of application of this knowledge to future clinical practice |
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Reinforces key learning points identified by learner(s) and highlights how strategies for improvement could be applied to future clinical practice |
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Tomada de: Arora S, et al.6 |
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