Abstract

Debriefing after a simulated clinical situation allows dissemination of active learning to every member of the group. The debriefing process enables participants to more fully think through and discuss what has transpired, gain a more in-depth understanding and appreciation of knowledge, and retain knowledge and skills for future application. The debriefing is also a means by which individuals can process their reactions and feelings related to clinical situations. A successful debriefing is one in which the participants do most of the talking. The facilitator's roles of creating a safe environment for the students to learn and of structuring a seemingly unstructured learning event are paramount to the effectiveness of the debriefing session. The focus of this article is how one can create a climate in which students will engage in meaningful discussion and how to stimulate focused discussions during a debriefing session.

KeyWords: debriefing; facilitation; simulation; experiential learning; teaching strategy; group participation