The Role of Debriefing in Simulation-Based Learning

By R. Fanning, David M. Gaba. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2007

1,504 citations recorded by the source corpus.

Subfields: Family Practice, Physiology, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/a141d1f2fb9f51170c4c461b2b23c2fe426c6699

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Citations in the corpus

Trust Development in Swift Starting Action Teams (2012, background): “Reflection on an event or experience as well as the ensuing analysis is the foundation for experiential learning (Fanning & Gaba, 2007).”
Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82 (2013, background): “Ensure that you also have the flexibility to examine learner-generated, or what Fanning and Gaba call ‘‘emergent,’’ objectives (Fanning & Gaba 2007).”
Establishing the Climate for a Successful Debriefing (2010, background): “Trust within the group is essential (Fanning & Gaba, 2007).”
Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and Rationale for a Blended Approach to Health Care Simulation Debriefing (2015, background): “The reactions phase begins with an open-ended question such as ‘‘How are you feeling?’’ to allow learners to vent and express their initial thoughts and feelings.(3,6,8,28,57) When only 1 or 2 learners respond to the initial question, a followup question such as ‘‘Other initial reactions?’’ or ‘‘How”
Debriefing as formative assessment: closing performance gaps in medical education. (2008, background): “The analysis phase also usually includes a discussion to generalize lessons learned to a trainee’s real-world context.(13,43) In an analysis phase geared to formative assessment, instructors: 1) note salient performance gaps related to the predetermined objectives (these can be performance decrement”
A RECIPE for Meaningful Gamification (2015, background): “This is where the long-term change can come into play, as it is the point where the behaviors learned in the gamification system are then taken outside of that system (Fanning & Gaba, 2007).”
Getting Started With Debriefing for Meaningful Learning (2015, background): “Many debriefing strategies use what went right, what went wrong, and what would you do differently as the primary cues for discussion, a tradition that goes back to military and airline debriefing (Fanning and Gaba, 2007, Rudolph et al., 2007).”
Goals, Success Factors, and Barriers for Simulation-Based Learning (2012, background): “Other reports analyze simulation and debriefing at different levels of detail (Alinier, Hunt, Gordon, & Harwood, 2006; Crookall, 2010; Dieckmann, Molin Friis, Lippert, & Østergaard, 2009; Fanning & Gaba, 2007; Henneman & Cunningham, 2005).”