Table 3 Code descriptions and examples
Code | Description | Example excerpt |
|---|---|---|
BEFORE: That which occurs prior to the distance debriefing | ||
Applications | Applying a structure provided beforehand | She used the Pearl Debriefing [Method] |
Communication Medium | Comfort with technology, comfort and experience with online debriefing | I have become comfortable with online debriefing |
Curricular Development | Group demographics, number of facilitators, number of learners, use of tools, and platform | Medical students. |
Discipline Standards | Standard used to design or facilitate | Yes, it was a debriefing guide |
Educational Context | Debriefing or conversational training undertaken | Yes, as part of my nursing course |
Faculty Development & Training | Previous training undertaken | We did the difficult debriefing courses |
Familiarity with participants | If they were/weren’t familiar with one another prior to the debriefing | Sometimes people would just say okay I don’t really know you let’s just go through and introduce ourselves |
Orientation | Introduction, guidelines and online etiquette | I think it’s really helpful to set ground rules |
Simulation influence | How the simulation influenced the level of engagement | When things were slightly more challenging or new that would encourage additional conversation. |
Psychological safety | Establishing a safe climate to engage in critical discourse | I would say that just saying like everyone’s trying their best I know everyone wants to make this a better. |
DURING: That which occurs during to the distance debriefing | ||
Cognitive presence | Engagement with content | More people jump in when they’re like “Oh, I felt that way too.” |
Educational experience | The contribution of the experience to learning | It is about the technology. You’re waiting for your turn to talk. |
Hybrid comparison | Differences in a hybrid setting with learners onsite and distant | The people that are on site in person, I feel like are always going to get that preferential treatment. |
Learner environment | Surroundings of the distant participant | My cat will jump around me during sessions. |
Self-Presence | Preoccupation with your appearance on video | I think that can show that you’re paying attention to what you look like in the camera. |
Social Presence | Engagement with participants & educator | Little reactions on zoom … helps to show that you’re being listened to, somebody cares what you’re saying. |
Teaching & Learning Presence | Engagement with goals and directions | Asking critical questions and putting you know that knowledge in a different context. |
Nonverbals | Body language, expressions and other nonverbal behaviors | When people are leaning forward in their camera more versus like sitting, all the way back in a chair |
AFTER: The engagement outcomes of the debriefing | ||
Disengaged Outcomes | Influences causing disengagement | If the debrief or asked like closed ended questions I feel like people didn’t engage as much. |
Engaged Outcomes | Influences creating engagement | Being engaged encouraged engagement |
STANDALONE CODES: Additional codes to elicit needed information | ||
Geography | The geographic location of the participant | Toronto, Canada |
Age | The age range of the participant | Sure. I’m 30 |
Definition of engagement | How the participant defines engagement | I would say, like in an in-person, setting…you’re making eye contact with the group members, your face is direct. You don’t have like your head down. You’re not looking away. |