2012
DOI: 10.3109/0142159x.2012.733449
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The obligation of debriefing in global health education

Abstract: Background: An outcome of globalization and internationalization in higher education in the health professions has been increasing global health placements. There is, however, a lack of literature on debriefing and support following these placements. The authors undertook a participatory project to develop peer support and debriefing in a global health nursing elective, during which this gap in literature was addressed. Aims: The purpose of the project was to develop a peer support component of the course and … Show more

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Cited by 27 publications
(18 citation statements)
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References 43 publications
(79 reference statements)
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“…Bender and Walker (Bender & Walker, 2013)identified some key issues in debriefing which are in line with the results of this study: safe environment, psychological safety, learning also from mistakes, greater learning, exploration of feelings and self-reflection. SD allowed students to feel proud of being able to perform many interventions correctly, which may be related to the fact that observers only address the positive.…”
Section: Discussionsupporting
confidence: 84%
“…Bender and Walker (Bender & Walker, 2013)identified some key issues in debriefing which are in line with the results of this study: safe environment, psychological safety, learning also from mistakes, greater learning, exploration of feelings and self-reflection. SD allowed students to feel proud of being able to perform many interventions correctly, which may be related to the fact that observers only address the positive.…”
Section: Discussionsupporting
confidence: 84%
“…Reflecting on elective experiences is the most common post-elective learning activity required by medical schools, illustrating the importance of this activity not only in documenting outcomes but also in highlighting personal and professional development achievements (Bender & Walker 2013, Peluso et al 2012, Cherniak et al 2013. Formal and informal debriefing is frequently by both peers as well as faculty members.…”
Section: Debriefing and Reflectionmentioning
confidence: 99%
“…Generally, health schools in Western courses tend to be focused on clinical and procedural aspects [22][23][24], which distract and hinder students from developing skills aimed at communicating or understanding different cultures [25]. For the development of communication skills, real-world experiences seem to be the best approach to develop this competence among students.…”
Section: Class 2 -Emotional Cultural and Collaborative Aspects In Tmentioning
confidence: 99%
“…This class, the largest of all (with 25.3% of the corpus), comprehends the themes that focus on the minimum requirements for the establishment of a GH course in the institution. One of the most important points was the students' debriefing [15,24,25]. This aspect, even if it demands time and organization from the institution that intends to send its students abroad, has significant benefits in understanding students' ethical and cultural aspects.…”
Section: Class 3 -Structures Required For a Gh Coursementioning
confidence: 99%