Abstract
“Debriefings” are the developmental conversations that take place after real or simulated work. A specialized form of feedback, debriefing has a substantial evidence-base, particularly in healthcare simulation. This chapter explores how the healthcare simulation debriefing can inform feedback in higher education. The impact of debriefing may stem from: (1) its embedded nature with the entire learning activity and (2) the development of a culture which encourages learner-centred values, productive tensions and lifelong development. Valuable debriefing approaches that improve learning are identified and analysed, alongside their implication for feedback practices.
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Appendix 1: Debriefing Pedagogies and the Objective Structured Assessment of Debriefing (OSAD)
Appendix 1: Debriefing Pedagogies and the Objective Structured Assessment of Debriefing (OSAD)
This form illustrates both exemplar debriefing behaviours and the OSAD (London Handbook for Debriefing, n.d.). It does so through recording facilitator’s practices from the example of a communication skills training simulation. For ease, we have named the facilitator as Dr Chan and the simulated patient as Mr Lee. Scores have not been presented here since our purpose is to illustrate what a simulation facilitator might do in this type of debriefing. The observations are applied to the whole session including the briefing. While we don’t provide any improvement oriented observations, it is possible to see how the OSAD could be used for this purpose (Table 10.1).
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Bearman, M., Eppich, W., Nestel, D. (2019). How Debriefing Can Inform Feedback: Practices That Make a Difference. In: Henderson, M., Ajjawi, R., Boud, D., Molloy, E. (eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-25112-3_10
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