How debriefing can inform feedback: Practices that make a difference

Margaret Bearman; Walter Eppich; Debra Nestel

doi:10.1007/978-3-030-25112-3_10

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 proceeding › Chapter

5 Scopus citations

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 language	English (US)
Title of host publication	The Impact of Feedback in Higher Education
Subtitle of host publication	Improving Assessment Outcomes for Learners
Publisher	Palgrave Macmillan
Pages	165-188
Number of pages	24
ISBN (Electronic)	9783030251123
ISBN (Print)	9783030251116
DOIs	https://doi.org/10.1007/978-3-030-25112-3_10
State	Published - Jan 1 2019

ASJC Scopus subject areas

General Social Sciences

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/978-3-030-25112-3_10

Cite this

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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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How debriefing can inform feedback: Practices that make a difference

Abstract

ASJC Scopus subject areas

UN SDGs

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