Background. In the use of simulation as a learning approach, a structured debriefing is important for students to achieve learning. The facilitator's feedback style and abilities in facilitating are crucial, and have a great impact on the learning environment. The facilitators should facilitate for student active learning, and provide helpful feedback to empower students as self-regulated learners. The aim of the study was to explore the Steinwachs structure and the Critical Response Process structure when used in debriefing in medical simulation, and how each of them affected the facilitator's role.
Method.A multi-method, comparative quasi-experimental design was used.Results. Structuring debriefing in accordance with the Critical Response Process facilitated a facilitator role that coincided with factors highlighted in theory on how to facilitate student active learning and the development self-regulating learners. Structuring debriefing in accordance with the Steinwachs structure revealed that debriefing seemed to be based more on the facilitator's frames and dominance than the students' frames and involvement.Conclusion. The results of this study showed that Critical Response Process (CRP) can be an appropriate structure to use in debriefing in medical simulation.
In the use of simulation activity as a learning approach, the debriefing phase is considered as crucial to achieve learning. In debriefing, the participants reflect and discuss what happened in the scenario. Feedback is an important factor, and research shows that there must be certain conditions present to achieve learning from feedback. The facilitator and the structure used impact on these conditions. In this chapter, we will present a new structure for debriefing in simulation based on a study focusing on how the structure affects the facilitator role.
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