Debriefing: Toward a Systematic Assessment of Theory and Practice

Lederman, Linda C.

doi:10.1177/1046878192232003

Cited by 316 publications

(217 citation statements)

References 17 publications

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“…The clinical experience will be seen differently depending on how much time has passed between the situation and the debriefing session (Lederman 1992;Overstreet 2010). Although most frameworks recommend debriefing be as soon as possible following the experience, some acknowledge the benefits of allowing more time for individual reflection in the form of written reports or journal writing before coming together as a group (Fanning & Gaba 2007).…”

Section: Clinical Education and Simulationmentioning

confidence: 99%

The obligation of debriefing in global health education

Bender

Walker

2012

Medical Teacher

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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 revise the debriefing component based on results of a previous course evaluation. Methods: The methods were guided by a participatory approach involving course alumni and included a scoping review and focus groups. Results: The project resulted in development of: (1) a peer support statement and (2) a debriefing framework. Conclusions: Key lessons about the obligation of appropriate debriefing for students returning from global health placements include importance of affective learning, a pedagogy of discomfort, and global health ethics.

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Section: Clinical Education and Simulationmentioning

confidence: 99%

The obligation of debriefing in global health education

Bender

Walker

2012

Medical Teacher

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“…Fanning and Gaba 2007;Lederman 1992), the investigated debriefings served as forums for collaborative discussions and analyses of the preceding simulation exercises. In the investigated setting, the debriefings were based on a specific model for debriefing that was intended to structure the discussions and optimize learning and reflection.…”

Section: The Settingmentioning

confidence: 99%

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

Johansson

Lindwall

Rystedt

2017

Intern. J. Comput.-Support. Collab. Learn

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Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the debriefings, short video-recorded sequences of the students' collaboration in the scenarios were shown, after which the facilitators asked the students questions about the teamwork and their performance as displayed in these sequences. The aim of the study is to show: a) how the video is consequential for the ways in which the students talk about the teamwork and their own performance; b) how the facilitators' questions guide the students' contributions and collaborative sense making of prior events. Regularly, the facilitators' questions were posed in terms of Bseeing^. The design and sequential environment of the questions made it relevant for the students to comment on how the displayed situations appeared audiovisually and how these appearances contrasted with their experiences from the situation. In this way, the video enabled the students to talk about their own conduct, including their collaboration with their peers, from a third-person perspective. The study highlights the central role of instructions and instructional questions in the debriefings, how the video was used to make the students reconceptualise their performance together with others, and the importance of contributions from fellow students.

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“…Debriefing during a simulation process has been found to be imperative as it is "at attempt to bridge this natural gap between experiencing an event and making sense of it," (Fanning & Gaba, 2007, p. 116). Lederman's (1992) Seven Elements of the Debriefing Process was used to format the FS, ending with the students taking all the information they learned from the fitting and debriefing experience in order to report any corrections in the TP in hopes of getting a better product from the manufacturer.…”

Section: Implementation Of the Projectmentioning

confidence: 99%

The Simulated Fit Session: Experiential Learning for Future Technical Designers

Ellington

2016

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Debriefing: Toward a Systematic Assessment of Theory and Practice

Cited by 316 publications

References 17 publications

The obligation of debriefing in global health education

The obligation of debriefing in global health education

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

The Simulated Fit Session: Experiential Learning for Future Technical Designers

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