MCQ Quiz: Team Debriefing

Team debriefing is a critical communication tool used in healthcare to improve teamwork, learn from events, and enhance patient safety. While not always a standalone lecture, the principles of debriefing are central to the “Root Cause Analysis” and “Interprofessional Communication & Medication Safety” concepts taught throughout the PharmD curriculum ,. A debriefing is a structured, collaborative review of a team’s performance after an event, designed to identify what went well and what can be improved. This quiz will test your knowledge on the purpose, structure, and importance of effective team debriefings in creating a culture of safety.

1. The primary purpose of a team debriefing after a clinical event is to:

• a. Assign blame to the individual who made a mistake.
• b. Complete a form for billing purposes.
• c. Provide a structured opportunity for the team to reflect, learn, and improve future performance.
• d. Decide on disciplinary action for team members.

Answer: c. Provide a structured opportunity for the team to reflect, learn, and improve future performance.

2. A “psychologically safe” environment is crucial for an effective debriefing. This means:

• a. The room is physically secure.
• b. Team members feel safe to speak up and share their perspective without fear of punishment or humiliation.
• c. Only the team leader is allowed to speak.
• d. The debriefing is recorded for legal purposes.

Answer: b. Team members feel safe to speak up and share their perspective without fear of punishment or humiliation.

3. Which of the following is an example of an event that would be appropriate for a team debriefing?

• a. A cardiac arrest (code blue)
• b. A complex patient case with an unexpected outcome.
• c. A serious medication error.
• d. All of the above.

Answer: d. All of the above.

4. A Root Cause Analysis (RCA) can be considered a highly structured form of:

• a. A team debriefing for an adverse event.
• b. A patient counseling session.
• c. A prospective risk assessment.
• d. A financial audit.

Answer: a. A team debriefing for an adverse event.

5. An effective debriefing should focus on:

• a. The performance of individuals.
• b. The performance of the system and the team’s processes.
• c. Only the positive aspects of the event.
• d. Only the negative aspects of the event.

Answer: b. The performance of the system and the team’s processes.

6. The “Interprofessional Communication & Medication Safety” is a specific “Transcending Concept” in which course?

• a. PHA5787C Patient Care 5
• b. PHA5104 Sterile Compounding
• c. PHA5703 Pharmacy Law and Ethics
• d. PHA5784C Patient Care 4

Answer: a. PHA5787C Patient Care 5

7. A good debriefing question to ask the team is:

• a. “Who made the mistake?”
• b. “Why did you do that?”
• c. “What did we do well, and what can we improve next time?”
• d. “Wasn’t that a chaotic situation?”

Answer: c. “What did we do well, and what can we improve next time?”

8. The pharmacist’s primary role in a debriefing following a medication error is to:

• a. Remain silent unless asked a direct question.
• b. Provide expertise on the medication-use system, including potential system flaws in prescribing, dispensing, or administration.
• c. Defend the actions of the pharmacy department at all costs.
• d. Assign blame to the nurse who administered the drug.

Answer: b. Provide expertise on the medication-use system, including potential system flaws in prescribing, dispensing, or administration.

9. The concept of a “Just Culture,” often discussed in medication safety, is essential for promoting the open communication needed for a debriefing.

• a. True
• b. False

Answer: a. True

10. An important outcome of a successful team debriefing is:

• a. A list of individuals to be disciplined.
• b. A set of clear, actionable improvement items.
• c. A decision to never perform the procedure again.
• d. A summary of the conversation with no follow-up.

Answer: b. A set of clear, actionable improvement items.

11. The curriculum includes a module on “Patient Safety/Med Errors: Root Cause Analysis.”

• a. True
• b. False

Answer: a. True

12. Who should be included in a debriefing after a patient event?

• a. Only the physicians.
• b. Only the nurses.
• c. All members of the interprofessional team who were involved, including pharmacists, nurses, physicians, respiratory therapists, etc.
• d. Only the hospital administrators.

Answer: c. All members of the interprofessional team who were involved, including pharmacists, nurses, physicians, respiratory therapists, etc.

13. A key principle of interprofessional collaboration is mutual respect and shared goals, which is the foundation of a good debriefing.

• a. True
• b. False

Answer: a. True

14. A debriefing question like, “What was your understanding of the situation at that time?” helps to:

• a. Challenge a team member’s competence.
• b. Understand different perspectives without judgment.
• c. Find a reason to blame someone.
• d. Make the meeting longer.

Answer: b. Understand different perspectives without judgment.

15. Collaborating as an interprofessional team member to examine the cause of a medical error is a key objective for student pharmacists.

• a. True
• b. False

Answer: a. True

16. A debriefing should ideally take place:

• a. Weeks after the event.
• b. As soon as possible after the event, while memories are fresh.
• c. During another patient emergency.
• d. In a public hallway.

Answer: b. As soon as possible after the event, while memories are fresh.

17. The “Medication Safety” module is part of the Patient Care 5 curriculum.

• a. True
• b. False

Answer: a. True

18. What is a key difference between a debriefing and a performance review?

• a. A debriefing focuses on team and system performance for the purpose of learning, not on individual job evaluation.
• b. There is no difference.
• c. A performance review is focused on the team, and a debriefing is focused on the individual.
• d. A debriefing results in a pay raise.

Answer: a. A debriefing focuses on team and system performance for the purpose of learning, not on individual job evaluation.

19. A successful debriefing culture leads to:

• a. Increased fear and anxiety among staff.
• b. Continuous quality improvement and a safer patient care environment.
• c. Less communication between team members.
• d. More medication errors.

Answer: b. Continuous quality improvement and a safer patient care environment.

20. An active learning session on medication safety is part of the Patient Care 5 course.

• a. True
• b. False

Answer: a. True

21. A facilitator of a debriefing should:

• a. Dominate the conversation and provide all the answers.
• b. Ensure that all team members have an opportunity to speak.
• c. Focus on finding a single person to blame.
• d. Keep the meeting as short as possible, even if the discussion is not complete.

Answer: b. Ensure that all team members have an opportunity to speak.

22. Which of the four IPE competencies is most directly related to team debriefing?

• a. Values/Ethics
• b. Roles/Responsibilities
• c. Interprofessional Communication
• d. All of the above are relevant.

Answer: d. All of the above are relevant.

23. The “Introduction to Medication Errors” module is part of the Professional Practice Skills Lab II curriculum.

• a. True
• b. False

Answer: a. True

24. An active learning session on medication safety is part of which course?

• a. PHA5787C Patient Care 5
• b. PHA5163L Professional Skills Lab 3
• c. PHA5781 Patient Care I
• d. PHA5782C Patient Care 2

Answer: a. PHA5787C Patient Care 5

25. A pharmacist brings up a concern about look-alike drug packaging during a debriefing. This is an example of identifying a(n):

• a. Individual error
• b. Latent safety threat or systems issue
• c. Irrelevant detail
• d. Reason to blame the manufacturer only

Answer: b. Latent safety threat or systems issue

26. A good debriefing starts with:

• a. Asking who made the first mistake.
• b. Establishing ground rules, such as confidentiality and a focus on learning.
• c. A review of everyone’s job performance history.
• d. A discussion of an unrelated topic.

Answer: b. Establishing ground rules, such as confidentiality and a focus on learning.

27. Debriefing is a tool that can help reduce the risk of future medication errors.

• a. True
• b. False

Answer: a. True

28. An active learning session on medication safety is part of which course module?

• a. Module 4: Medication Safety
• b. Module 1: Diabetes Mellitus
• c. Module 3: Women’s Health
• d. Module 8: Men’s Health

Answer: a. Module 4: Medication Safety

29. The “Analysis” phase of a debriefing should explore:

• a. Why the event happened.
• b. What factors contributed to the outcome.
• c. What could have been done differently.
• d. All of the above.

Answer: d. All of the above.

30. The “Root Cause Analysis” transcending concept is part of the Patient Care 3 curriculum.

• a. True
• b. False

Answer: a. True

31. Effective teamwork and communication, honed through debriefing, are critical for:

• a. Patient safety.
• b. Staff morale and well-being.
• c. Operational efficiency.
• d. All of the above.

Answer: d. All of the above.

32. A debriefing can be used for positive events, like a very successful patient resuscitation, to identify and reinforce good practices.

• a. True
• b. False

Answer: a. True

33. The principles of a “Just Culture” would be covered in which part of the curriculum?

• a. Medication Safety and/or Law & Ethics
• b. Sterile Compounding
• c. Drug Delivery Systems
• d. Medicinal Chemistry

Answer: a. Medication Safety and/or Law & Ethics

34. A barrier to effective debriefing is:

• a. A strong sense of teamwork.
• a. A steep hierarchical culture where junior members are afraid to speak up.
• c. A focus on learning.
• d. Strong leadership support.

Answer: b. A steep hierarchical culture where junior members are afraid to speak up.

35. A pharmacist can advocate for a debriefing after witnessing a chaotic medication-related event.

• a. True
• b. False

Answer: a. True

36. A key outcome of a debriefing on a medication error could be a recommendation to:

• a. Change the storage of a high-alert medication.
• b. Revise a standard order set.
• c. Provide new education to staff.
• d. All of the above.

Answer: d. All of the above.

37. The “Teams and Teamwork” competency for interprofessional practice is central to the concept of debriefing.

• a. True
• b. False

Answer: a. True

38. The lecture “Talking with Patients About Other Clinician’s Errors” is part of the Patient Care 5 curriculum.

• a. True
• b. False

Answer: a. True

39. A “hot debrief” is one that happens:

• a. In a warm room.
• b. Immediately after the event, while the team is still present.
• c. A week after the event.
• d. Over email.

Answer: b. Immediately after the event, while the team is still present.

40. An active learning session covering medication safety is part of which course?

• a. PHA5787C Patient Care 5
• b. PHA5163L Professional Skills Lab 3
• c. PHA5781 Patient Care I
• d. PHA5782C Patient Care 2

Answer: a. PHA5787C Patient Care 5

41. The goal of a debriefing is to find the “root cause,” not just the “proximate cause” of an event.

• a. True
• b. False

Answer: a. True

42. A pharmacist’s expertise on the medication-use system makes their input invaluable in a debriefing.

• a. True
• b. False

Answer: a. True

43. Which of the following is an open-ended question suitable for a debriefing?

• a. “Did you give the wrong dose?”
• b. “What was your perspective on the situation as it unfolded?”
• c. “Was the communication poor?”
• d. “Should we have called the doctor sooner?”

Answer: b. “What was your perspective on the situation as it unfolded?”

44. Active listening during a debriefing involves:

• a. Waiting for your turn to speak.
• b. Formulating a rebuttal while someone else is talking.
• c. Focusing on understanding the speaker’s perspective.
• d. Interrupting to correct minor details.

Answer: c. Focusing on understanding the speaker’s perspective.

45. Regular team debriefings can help to build:

• a. Resentment
• b. A culture of safety and continuous improvement
• c. A strict hierarchy
• d. More work

Answer: b. A culture of safety and continuous improvement

46. Collaborating with teams to enhance quality patient care is an objective in the HIPPE course.

• a. True
• b. False

Answer: a. True

47. The “Summary” phase of a debriefing should:

• a. Reiterate key findings and action items.
• b. Place blame on a specific individual.
• c. Be skipped to save time.
• d. Introduce new information.

Answer: a. Reiterate key findings and action items.

48. An active learning session on medication safety is part of which course module?

• a. Module 4: Medication Safety
• b. Module 1: Diabetes Mellitus
• c. Module 3: Women’s Health
• d. Module 8: Men’s Health

Answer: a. Module 4: Medication Safety

49. The overall purpose of a team debriefing is to improve:

• a. Teamwork and communication.
• b. Patient safety.
• c. System processes.
• d. All of the above.

Answer: d. All of the above.

50. The ultimate reason for a pharmacist to be skilled in team debriefing is to:

• a. Be an effective team member who contributes to a culture of safety and learning to improve patient care.
• b. Be able to lead every meeting.
• c. Pass a rotation.
• d. Avoid being blamed for errors.

Answer: a. Be an effective team member who contributes to a culture of safety and learning to improve patient care.