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Table 1 provides tips for facilitators on how to conduct a SHARE debrief Appendix A gives an example of how to organise and carry out a SHARE debrief including an illustration of how to communicate

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We developed an initial debriefi ng aid for new simulation faculty that listed specifi c questions prompts and remind ers used in the description analysis and application debrief ing model

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The model incorporates various debriefing strategies such as directive feedback when the facilitator provides specific guidance learner self assessment where learners reflect on their own

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There are many different models or frameworks available to guide the debriefing process and educators will choose a model based on factors such as their teaching philosophy time and learner profile

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On the basis of adult learning theory the Kolb Experiential Learning Cycle and the Learning Outcomes Model we structured a framework for facilitators of debriefings entitled the 3D

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A debriefing must be tailored to the needs of the team in question but the structure purpose and focus of the debriefing should be consistent Although a debriefing should ideally occur at the end of a shift

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How will we apply this learning to practice What have you learned from this experience Any questions before we close this debriefing To summarise

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This page contains debriefing guides and templates which you can use in your own setting Thank you to Dr Jon Gatward much of this information is adapted from his work

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Structured and supported debriefing is a learner centered process that can be rapidly assimilated is scalable and is designed to standardize the debriefing interaction that follows a