How debriefing can inform feedback: Practices that make a difference

Margaret Bearman*, Walter Eppich, Debra Nestel

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

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.

Original languageEnglish (US)
Title of host publicationThe Impact of Feedback in Higher Education
Subtitle of host publicationImproving Assessment Outcomes for Learners
PublisherPalgrave Macmillan
Pages165-188
Number of pages24
ISBN (Electronic)9783030251123
ISBN (Print)9783030251116
DOIs
StatePublished - Jan 1 2019

ASJC Scopus subject areas

  • Social Sciences(all)

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