How debriefing can inform feedback: Practices that make a difference

Margaret Bearman; Walter Eppich; Debra Nestel

doi:10.1007/978-3-030-25112-3_10

How debriefing can inform feedback: Practices that make a difference

Margaret Bearman
, Walter Eppich
, Debra Nestel

BMedSc MD

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review

5 Citations (Scopus)

Abstract

“Debriefings” are the developmental conversations that take place after real or simulated work. A specialized form of feedback, debriefing has a substantial evidence-base, particularly in healthcare simulation. This chapter explores how the healthcare simulation debriefing can inform feedback in higher education. The impact of debriefing may stem from: (1) its embedded nature with the entire learning activity and (2) the development of a culture which encourages learner-centred values, productive tensions and lifelong development. Valuable debriefing approaches that improve learning are identified and analysed, alongside their implication for feedback practices.

Original language	English
Title of host publication	The Impact of Feedback in Higher Education
Subtitle of host publication	Improving Assessment Outcomes for Learners
Editors	Michael Henderson, David Boud, Rola Ajjawi, Elizabeth Molloy
Place of Publication	Switzerland
Publisher	Palgrave Macmillan
Chapter	10
Pages	165-188
Number of pages	24
Edition	1st
ISBN (Electronic)	9783030251123
ISBN (Print)	9783030251116
DOIs	https://doi.org/10.1007/978-3-030-25112-3_10
Publication status	Published - 2019

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10.1007/978-3-030-25112-3_10

Cite this

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How debriefing can inform feedback: Practices that make a difference. / Bearman, Margaret; Eppich, Walter; Nestel, Debra.
The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners. ed. / Michael Henderson; David Boud; Rola Ajjawi; Elizabeth Molloy. 1st. ed. Switzerland: Palgrave Macmillan, 2019. p. 165-188.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review

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AU - Eppich, Walter

AU - Nestel, Debra

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How debriefing can inform feedback: Practices that make a difference

Abstract

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