Anne van Dalen

2 Development of a model for video-assisted postoperative team debriefing I 63 Table 1. Overview of the essential elements of team debriefing. Evaluation of described structured models for team debriefing in the current literature Several debrief models have been identified from the literature search. It has been emphasized that adults learn best when they are actively engaged in the process. Also, when they participate, play a role, and experience not only concrete events in a cognitive fashion but also transactional events in an emotional fashion. 11 This type of learning was best described by Kolb as “experiential learning”: learning by doing, thinking about it, and assimilation of lessons learned into everyday behavior. 63 Consequently, most of the reported debrief models are adapted from the experiential learning cycle of Kolb, which describes four phases on how to use an experience as a source of learning and development. 63 In this model, it is stated that you first have the concrete experience that results in a reaction and feelings. Second, reflective observation follows, which means objectively describing and discussing what really happened. Third, all the team members analyze and discuss what they believe happened during the event. This is to clarify possible differences in perceptions and to gain insights into why their perceptions might differ. Finally, the team discusses what can be done to improve and how to do it better in the future. 64 Mitchell and Everly 28 have summarized their view on critical incident stress management and debriefing in a seven-phase model. This model was described in many instances (30 of 114 included studies). It is to be used after a critical incident and