Twelve tips for facilitating and implementing clinical debriefing programmes

Andrew Coggins*, Ramez Zaklama, Rebecca A. Szabo, Cristina Diaz-Navarro, Ross J. Scalese, Kristian Krogh, Walter Eppich

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Contemporary clinical practice places a high demand on healthcare workforces due to complexity and rapid evolution of guidelines. We need embedded workplace practices such as clinical debriefing (CD) to support everyday learning and patient care. Debriefing, defined as a ‘guided reflective learning conversation’, is most often undertaken in small groups following simulation-based experiences. However, emerging evidence suggests that debriefing may also enhance learning in clinical environments where facilitators need to simultaneously balance psychological safety, learning goals and emotional well-being. This twelve tips article summarises international experience collated at the recent Association for Medical Education in Europe (AMEE) debriefing symposium. These tips encompass the benefits of CD, as well as suggested approach to facilitation. Successful CD programmes are frequently team focussed, interdisciplinary, implemented in stages and use a clear structure.

Original languageEnglish (US)
Pages (from-to)509-517
Number of pages9
JournalMedical Teacher
Issue number5
StatePublished - 2021


  • Debriefing
  • communication skills
  • continuing education
  • work-based learning

ASJC Scopus subject areas

  • Education


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