Abstract
Evidence strongly supports simulation-based learning activities as an effective instructional intervention. The debriefing session associated with a simulation event is one of, if not the critical, learning component within the learning activity. Because of its importance, the debriefing portion of a simulation should demand as much planning and forethought as the rest of the event; however, it is often overlooked in the planning process. These twelve steps will help guide faculty who are planning simulation-based learning activities to ensure that their debriefing sessions are effective and successful learning opportunities.
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The author reports no conflicts of interest. The author alone is responsible for the content and writing of this article.
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Notes on contributors
Sarah Ross
Sarah Ross, PT, DPT is an assistant professor at Samford University’s Doctor of Physical Therapy program and a PhD student in Mercer University’s Tift College of Education.