L’enseignement du débriefing médico-psychologique par la simulation : quand le transfert se loge au cœur des effets de transmission d’un savoir

Objectives

Early medical and psychological intervention models are currently dominated by debriefing in conditions of exceptional stress such as armed conflict. Intervention must be rapid and coordinated in order to meet the needs of the victims, by encouraging the verbalization of emotions and the restoration of social links. The historical origins and evolution of debriefing, from past wars to its contemporary application, underline a different, preventive, role in a psychiatry.

Method

The effects of psychological trauma on the individual and the group involve deleterious dissociation phenomena requiring the restoration of a reassuring framework. The role of debriefing in reintegrating the experience through the development of a shared narrative encourages a process of reconnection, which contributes to this reassuring effect. However, the principle of immediately encouraging traumatized individuals to express themselves verbally calls into question debriefing's conformity with usual psychotherapy practices. Teaching it, which is not in itself an act of care, is nevertheless an opportunity to approach its effects, through the same dynamic of identification in the trainees. The development of new teaching methods, such as simulation, is particularly relevant here, as it emphasizes the acquisition of know-how rather than the transmission of theoretical knowledge. The teaching is based on a behavioral approach, the aim being to encourage trainees to perfect their skills by repeating role-playing exercises, thereby facilitating the transmission of interpersonal and communication skills.

Results

The training of military health professionals, particularly in psychiatry, is vital if they are to cope with the specific constraints of military operations. The aim of this training is to prepare healthcare professionals to intervene in isolated situations and to manage crisis scenarios. A specific educational initiative has been set up at the military hospital Sainte-Anne in Toulon, based on simulation to teach medical-psychological debriefing for the benefit of medical staff who are deployed on missions. The teaching team uses role-playing to simulate operational crisis situations involving traumatic exposure, offering trainees a realistic and interactive approach. This simulation-based approach enables trainees to confront unforeseen situations specific to the military context, while developing the practical and emotional skills that are essential in the management of psychological disorders. In addition, this teaching method encourages reflective practice and promotes an empathetic approach to patients, differentiating the teacher's posture in this context from that which is usually adopted in medicine. In this way, simulation serves as a catalyst for initiating authentic exchanges between trainees and trainers, over and above the effects of subjective experiences specific to each in the role-playing experience.

Discussion

Simulation thus differs from academic discourse by seeking to create an engaging and sensory experience for trainees. This immersive approach can also be compared to the very nature of traumatic events, both involving an intense sensory experience with a lasting physical or emotional imprint. The uniqueness of the simulation also lies in its ability to detach itself from universal discourse and draw closer to the personal questions, doubts, and limits of each individual. This approach resonates with Lacanian concepts of the transmission of knowledge and highlights the effects of individual interpretation and interaction between trainers and trainees, comparable to those of transference in psychotherapy. All of this is only possible, however, if the trainee plays an active role in the process, but also if the teachers are committed to it, based on a rigorous theoretical framework with particular attention paid to the way in which emotions influence learning in trainees. In the final analysis, simulation is unpredictable in that it generates unexpected learning effects for both trainees and teachers, reminding us of the need to remain open to the new knowledge that may emerge from this learning experience.

Conclusion

Learning through debriefing simulation offers an approach that is attractive to students because of its subjective involvement effects, but it also challenges traditional health teaching methods. Although these new teaching approaches undeniably enrich students’ knowledge, they cannot reproduce the authenticity of the therapeutic relationship between patient and therapist. Clinical learning is still essential, but it must include confrontation with the unknown, with the singularity of each clinical experience, while taking into account the indefectible gap between the knowledge acquired and the reality of practice.