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The learning that takes place in medical simulation settings is mainly experiential. Participants experience a novel situation in a simulated scenario and subsequently reflect on it, deepening their understanding of the relevant aspects of healthcare and (it is to be hoped) modifying their future behavior in the real world. One important factor affecting this post-experience reflection is the associated debriefing and analysis quality. Debriefing is reviewing critical actions that unfold during a simulation scenario.[1] The process of debriefing and its timing can take on many forms and techniques; regardless, the process should be learner-focused. The process of debriefing and feedback are sometimes used interchangeably; however, they are distinguishable. Debriefing is conversational, bidirectional, interactive, and reflective, while feedback is unidirectional and informational, providing a learner with crucial information about aspects of performance.[2]

Other valuable information concerning debriefing theories include: Debriefing is a critical component of simulation exercises. Without debriefing, incorrect mental models are often reinforced rather than corrected. A preconceived debriefing plan is essential to ensure the addressing of critical actions. Effective debriefing requires training and practice.

Debriefing in interprofessional groups allows learners the opportunity to discover how teams can function together, communicate more effectively, and better understand each other’s roles.[13] The role of the debriefer becomes crucial when dealing with interprofessional teams as multiple aspects need to be addressed due to the variable scope of practice amongst the participants and how interdependence can affect team members.[11][14] The debriefing should also focus on remediating an individual’s performance versus the team's performance.[14]