The Role of Debriefing in Simulation-Based Medical Education
Debriefing in Simulation-Based Medical Education
Keywords:
simulation-based medical education (SBME), debriefing, PEARLS healthcare debriefing tool, debriefing assessment for simulation in healthcare (DASH)Abstract
Simulation-based medical education (SBME) is an increasingly vital component of medical training in Thailand, enabling students to practice clinical skills in a controlled, risk-free environment. SBME fosters critical reflection, enhances decision-making, and consolidates learning. Psychological safety within SBME is paramount, as it empowers learners to take risks, make mistakes, and learn without fear of judgment. However, the implementation of SBME in Thailand faces challenges, including curriculum mapping, the effective deployment of teaching activities, and a shortage of trained faculty. Debriefing—the cornerstone of SBME learning—is arguably the most complex and challenging element to execute effectively. Facilitators often struggle to balance constructive honesty with supportive feedback, which is crucial for participants to discuss errors without discouragement safely. This review article aims to describe the steps of simulation-based training and the fundamental principles of debriefing. It will also introduce the “Promoting Excellence and Reflective Learning in Simulation” (PEARLS) healthcare debriefing tool and the “Debriefing Assessment for Simulation in Healthcare” (DASH) tool, providing valuable resources for medical faculty. Ultimately, this article aims to equip faculty with the knowledge and tools necessary to conduct more effective debriefings, thereby enhancing the overall impact of SBME
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