Strategies for Debriefing Healthcare Scenarios

SOM-XCAPE110

Stanford School of Medicine

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Strategies for Debriefing Medical Scenarios

Description

Online CME Course
Internet Enduring Material Sponsored by the Stanford University School of Medicine. Presented by the Center for Advanced Pediatric and Perinatal Education (CAPE) at Stanford University School of Medicine.

Course Description
Healthcare professionals work in complex, high-risk environments where safety is paramount and human lives are at stake. Rigorous training and objective assessment, if done well, are proven methods for optimizing team performance and improving the quality of care. Yet providing your healthcare staff with constructive ways to learn from mistakes can be challenging. In this interactive online course, you will learn the art of debriefing, one of the most effective strategies for empowering healthcare professionals to deliver safe, high-quality patient care. You will learn to lead your team to reflect objectively on past performance and work collaboratively to improve outcomes. You will discover how successful debriefing can transform teams and practice.

Learning Objectives

  • Lead productive debriefings that support learning and enhance patient outcomes.
  • Identify areas for improvement in a constructive, nonjudgmental manner.
  • Objectively monitor the effectiveness of one’s own debriefings over time using the Debriefing Assessment in Real Time (DART) tool.

Intended Audience
This course is designed for Physicians in all specialties, Fellows, Residents, Nurses, Pharmacists, Physician Assistants, Administrators, Researchers, Psychologists (PsyD), Social Workers, and other Allied Health Professionals.
 
Dates, Duration, and Fees
Release Date: June 17, 2019
Expiration Date: June 16, 2022
CME Credits Offered: 8.25
Registration Fee: $495

Enroll now through September 15th for $395!

 

Group Enrollments
For groups or organizations interested in using this course to empower teams and improving results, please contact us for information on group discounts.

Claiming CME Credit
Instructions for the process to claim CME credit will be emailed within 30 days following the successful completion of the activity. For questions about your CME certificate please contact cmeonline@stanford.edu.

Continuing Education Units
By completing this course, you’ll earn 1 Continuing Education Unit (CEU). CEUs cannot be applied toward any Stanford degree. CEU transferability is subject to the receiving institution’s policies.

Table of Contents
Module 1 – Course Overview
Module 2 – Introduction to Debriefing
Module 3 – Preparation for Debriefing
Module 4 – Debriefing Basics and Facilitating Discussion
Module 5 – Asking Questions and Maintaining Focus
Module 6 – Self-Assessment and Special Circumstances
Module 7 – Objective Debriefing Analysis
Module 8 – Conclusion

Disclosures
As the content of this CME activity is not related to the products or services of a commercial interest, the following course directors and faculty have no relevant financial relationships to identify and no conflicts of interest to disclose:

Louis Halamek, MD, FAAP - Course Director
Professor, Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine
Director, Center for Advanced Pediatric and Perinatal Education
Director of Neonatal Resuscitation and Attending Neonatologist, Lucile Packard Children’s Hospital
Member Executive Committee, Hospital Operations Center, Stanford University Hospital

Nicole Yamada, MD, FAAP – Co-Course Director
Clinical Assistant Professor, Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine
Associate Director, Center for Advanced Pediatric and Perinatal Education
Attending Neonatologist, Lucile Packard Children’s Hospital
Medical Director, Neonatal Critical Care Transport Team, Lucile Packard Children’s Hospital

Janene Fuerch, MD, FAAP – Co-Course Director
Clinical Assistant Professor, Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine
Attending Neonatologist, Lucile Packard Children’s Hospital
Faculty, Center for Advanced Pediatric and Perinatal Education

Julie Arafeh, MSN, RN – Faculty
Senior Simulation Specialist and Instructor, Center for Advanced Pediatric and Perinatal Education, Stanford Medicine

Accreditation and Designation of Credits
The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 8.25 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The American Nurses Credentialing Center (ANCC) accepts AMA PRA Category 1 Credits™ from organizations accredited by the ACCME. Please check with your state’s credentialing board for their requirements.

Commercial Support Acknowledgement
This activity received no commercial support.

Cultural and Linguistic Competency
California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html.

Bibliography
Bartone PTA, A.B. Event-oriented debriefing following military operations:  What every leader should know. U.S. Army Medical Research Unit - Europe, Unit 29218, APO AE 091021995:1-9.

Dismukes RKJ, K. K.; McDonnell L.K. LOFT debriefings:  An analysis of instructor techniques and crew participation. NASA Technical Memorandum 112192. 1997:1-85.

Halamek LP.  Outcome-based debriefing.  In:  The Neonatal Simulation Guidebook.  B Robin, L Soghier, eds.  Elk Grove Village, IL:  American Academy of Pediatrics.  2019.  In press.

Halamek LP.  Simulation in neonatal-perinatal medicine.  In:  Neonatal-Perinatal Medicine:  Diseases of the Fetus and Infant.  Fanaroff AA, Martin RJ, eds.  St. Louis, MO:  Mosby Year Book.  11E.  2019.

Halamek LP.  Simulation and debriefing in neonatology 2016:  Mission incomplete.  Sem Perinatol  2016;40(7):489-93.  PMID:  27810117

For a complete bibliography please see the course syllabus.

Questions
Please contact
650.204.3984
scpd-information@stanford.edu

004 Open for Enrollment Online

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Delivery Option:
Online
Fees:
Online Course $495.00 ?

Notes

Course Length 
10 hours

Course Access 
60 day access to the online course starts upon payment. The end date of a section of this course does not restrict your access to the course material.

Course Materials 
Course materials are available for download from the online videos page. All materials are available for printing and review upon enrollment.

Final Exam
Online participants are asked to complete a final exam at the end of each course to maintain the integrity of the program. A score of 85% must be achieved to successfully pass the exam. A digital record of completion will be emailed to participants when they pass the exam.

Course Evaluation
It is required that participants complete the course evaluation once they have passed the final exam.

 

This course may not currently be available to learners in some states and territories.