title: It is time to consider cultural differences in debriefing.
abstract: Debriefing plays a critical role in facilitated reflection of simulation after the experiential component of simulation-based learning. The concept of framing and reflective learning in a debriefing session has emanated primarily from Western cultures. However, non-Western cultures have significant characteristics that manifest themselves in teaching and learning practices substantially different from Western cultures. We need to consider how to balance standardization in debriefing with a culture-sensitive interpretation of simulation-based learning so that learners receive the maximum benefit from debriefing sessions. Our goal was to raise awareness of cultural differences and stimulate work to make progress in this regard.
authors.affiliation: Department of Emergency Medicine, College of Medicine, Yonsei University, Seoul, Korea. hsc104@yuhs.ac
authors.forename: Hyun Soo
authors.initials: HS
authors.lastname: Chung
authors.forename: Peter
authors.initials: P
authors.lastname: Dieckmann
authors.forename: Saul Barry
authors.initials: SB
authors.lastname: Issenberg
mesh_terms: D003142:Communication; D003198:Computer Simulation; D003466:Cultural Characteristics; D004501:Education, Medical; D006723:Hong Kong; D006801:Humans; D007858:Learning; D013663:Teaching / Q000379:methods*