Exploration of Two Different Structures for Debriefing in Simulation: The Influence of the Structure on the Facilitator Role

Abstract

Background. In the use of simulation as a learning approach, a structured debriefing is important for students to achieve learning. The facilitator’s feedback style and abilities in facilitating are crucial, and have a great impact on the learning environment. The facilitators should facilitate for student active learning, and provide helpful feedback to empower students as self-regulated learners. The aim of the study was to explore the Steinwachs structure and the Critical Response Process structure when used in debriefing in medical simulation, and how each of them affected the facilitator’s role.

Method. A multi-method, comparative quasi-experimental design was used.

Results. Structuring debriefing in accordance with the Critical Response Process facilitated a facilitator role that coincided with factors highlighted in theory on how to facilitate student active learning and the development self-regulating learners. Structuring debriefing in accordance with the Steinwachs structure revealed that debriefing seemed to be based more on the facilitator’s frames and dominance than the students’ frames and involvement.

Conclusion. The results of this study showed that Critical Response Process (CRP) can be an appropriate structure to use in debriefing in medical simulation. It reduced the facilitator’s dominance and frames, coincident with what is empathized in collaborative, active and learner-centered learning.