A Viewpoint on Simulation Debriefing to Optimize Student Learning

The purpose of this article is to promote the viewpoint that simulation debriefing is a critical element of the simulation experience, which serves to facilitate students' ability to synthesize information and construct new mental models as they prepare for their future work as speech-language pathologists. The use of simulations in communication sciences and disorders (CSD) has grown significantly over the last decade. This article reviews key concepts in clinical simulation pedagogy and highlights the importance of debriefing as part of the simulation learning experience. Current guidelines and standards for simulations and debriefing in CSD are discussed, and debriefing models commonly used in nursing and medicine are described. Suggestions are provided to enhance current debriefing practices and guide future research in CSD. Clinical simulation, particularly the debriefing component, has the power to close the gaps in students' clinical knowledge and skills and to prepare students for robust and diverse careers. In a review of debriefing models originating from nursing and medicine, several crucial debriefing components are noted. Students need time to (a) react to and defuse emotions related to the simulation experience, (b) gather and describe key simulation details, (c) analyze simulation outcomes, and (d) summarize new knowledge and consider how it applies to future contexts. Additional research is needed to continue developing and refining simulation and debriefing best practices in CSD. Debriefing models from nursing and medicine ought to be explored and replicated in future CSD research.