title: Structured Debriefing in Simulation-Based Education.
abstract: Debriefing following a simulation event is a conversational period for reflection and feedback aimed at sustaining or improving future performance. It is considered by many simulation educators to be a critical activity for learning in simulation-based education. Deep learning can be achieved during debriefing and often depends on the facilitation skills of the debriefer as well as the learner's perceptions of a safe and supportive learning environment as created by the debriefer. On the other hand, poorly facilitated debriefings may create adverse learning, generate bad feelings, and may lead to a degradation of clinical performance, self-reflection, or harm to the educator-learner relationship. The use of a structure that recognizes logical and sequential phases during debriefing can assist simulation educators to achieve a deep level of learning.
authors.affiliation: Janice C. Palaganas is Director of Educational Innovation and Development, Center for Medical Simulation, 100 First Avenue, Suite 400, Boston, MA 02129 (jpalaganas@mgh.harvard.edu). Mary Fey is Research Fellow, Center for Medical Simulation, Boston, Massachusetts. Robert Simon is Senior Director, Educational Leadership and International Programs, Center for Medical Simulation, Boston, Massachusetts.
authors.forename: Janice C
authors.initials: JC
authors.lastname: Palaganas
authors.forename: Mary
authors.initials: M
authors.lastname: Fey
authors.forename: Robert
authors.initials: R
authors.lastname: Simon
mesh_terms: D002983:Clinical Competence / Q000592:standards*; D003198:Computer Simulation / Q000592:standards*; D004501:Education, Medical / Q000592:standards*; D004521:Educational Measurement; D000068156:Formative Feedback; D006801:Humans; D016544:Patient Simulation