Perceptions of Higher Education Health Science Faculty on Debriefing After Simulation-Based Activities
Journal of Higher Education Theory and Practice
Higher education faculty striving to be academically competitive can adopt debriefing after simulation-based activities to help transition health science students from classroom skills to clinical competence. A qualitative study of twelve semi-structured interviews found faculty’s perceptions and experiences of learning how to debrief were initially critical and skeptical; for trialing debriefing, faculty were nervous and felt awkward; for adopting and experimenting debriefing styles, faculty were curious to learn different techniques; and for overall perceptions, faculty felt debriefing was a valuable, immersive teaching style that increased student learning and skill performance. Innovative teaching strategies, like debriefing, promote improved clinical competence.
Johnson, M. E. (2021). Perceptions of Higher Education Health Science Faculty on Debriefing After Simulation-Based Activities. Journal of Higher Education Theory and Practice, 21 (12) https://doi.org/https://doi.org/10.33423/jhetp.v21i12.4699