Debriefing in Emergency Medicine

Evaluation of Simulation Scenarios in a Bachelor´S Degree Programme in Nursing: A Cross-Sectional Study

“…The analysis and reflection of the actions performed during the debriefing should broaden students' understanding of the scenario emotionally, ethically and practically, and thus help them recognise how their knowledge on the subject has, or needs to be, changed [41]. Therefore, the teacher must plan stages of the debriefing that include summarising the simulation to ensure that students get an opportunity to reflect on the most important learning outcomes [42]. Additionally, the written scenario should include instructions for supporting the psychological safety of the actors and observers because safety has been found to increase students' ability to take sufficient interpersonal risks [17].…”

Fostering Adaptive Expertise Through Simulation

“…Similarly, simulation educators have placed a heavy emphasis on the use of debriefing , an interactive dialogue between educator and learner that is intended to clarify the learner’s understanding of the simulation experience as well as reflect on their performance. 34 However, although several approaches to debriefing have been developed, 24,25,35,36 they share a common orientation toward identifying and exploring performance gaps at the conclusion of the simulated experience. 22,33 When “in scenario” debriefing techniques (such as rapid-cycle deliberate practice and microdebriefing) have been described, 26,37,38 most are intended to remediate incorrect actions or function as brief coaching interactions aimed at helping learners navigate expected courses of management.…”