Skilled debriefing is paramount to development of learning for clinical reasoning in healthcare professional students. 1. As an educator, can you identify strategies you currently use to foster the...

Skilled debriefing is paramount to development of learning for clinical reasoning in healthcare professional students.

1. As an educator, can you identify strategies you currently use to foster the learning of clinical reasoning? Have you applied these strategies to debriefing a simulation experience? If yes, do your strategies go beyond reflection on actions performed and decisions made? If no, how might you ensure that the debrief focusses on the reasoning underlying actions and decisions?

2. As a student, when you last participated in a debriefing session, did the facilitator guide the discussion beyond what you did, how you did it and what you would do differently next time? Did you explore your thinking and reasons underlying your actions and decisions? How might you contribute to deeper facilitation of your own learning if you find yourself debriefing with a less skilled facilitator?