Thomas Gale, Plymouth University (UK) & Marco Antonio Carvalho-Filho , Groningen University (The Netherlands)

Fidelity is important to consider when matching equipment and simulated environments to the cognitive and psychomotor aspects of planned simulation encounters. However, just as much attention should be made to the learning environment established during the debrief, to ensure that participants gain the most out of each session through guided reflection on their performance. Various debriefing models have been developed to help promote “assessment for learning” through self-assessment, peer assessment and tutor feedback, and metrics have been validated to assess the quality of debriefs. We will highlight evidence-based practice and provide a forum to share experiences and research findings related to the use of debriefing models used in various contexts, through selected case studies involving; undergraduate interprofessional simulation, extended debriefing models and flipped simulations (where trainees design and facilitate scenarios for their own instructors).



  • Gain understanding of evidence based debriefing frameworks and measures to assess debrief quality
  • Gain familiarity with techniques to improve learner engagement with simulation debriefs
  • Gain understanding of how co-production of simulation scenarios with students / trainees can optimise learner engagement and feedback


  • Carvalho-Filho, M. A., Schaafsma, E. S., & Tio, R. A. (2018). Debriefing as an opportunity to develop emotional competence in health profession students: Faculty, be prepared! Scientia Medica, 28(1). DOI: 10.15448/1980-6108.2018.1.28805
  • Schweller, Marcelo, et al. “Simulated medical consultations with standardized patients: in-depth debriefing based on dealing with emotions.” Revista Brasileira de Educação Médica 42.1 (2018): 84-93.
  • Schweller, M., Costa, F. O., Antônio, M. Â. R., Amaral, E. M., & de Carvalho-Filho, M. A. (2014). The impact of simulated medical consultations on the empathy levels of students at one medical school. Academic Medicine, 89(4), 632.