Planning and Facilitating Debriefs of Experiential Learning Activities in Skills-Based Health Education

Purpose: This paper highlights the importance of conducting structured, student-centered discussions, known as debriefs, following experiential learning activities in health education. Drawing upon Kolb's experiential learning theory and literature from scholars in simulation-based training, th...

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Bibliographic Details
Published in:	Journal of health education teaching Vol. 8; no. 1; pp. 61 - 76
Main Authors:	Johns, Judith A, Moyer, Matthew T, Gasque, Lisa M
Format:	Journal Article
Language:	English
Published:	Journal of Health Education Teaching 2017
Subjects:	Critical Thinking Experiential Learning Health Education Learning Activities Learning Theories Skill Development Teaching Methods Transfer of Training
Online Access:	Get full text
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Summary:	Purpose: This paper highlights the importance of conducting structured, student-centered discussions, known as debriefs, following experiential learning activities in health education. Drawing upon Kolb's experiential learning theory and literature from scholars in simulation-based training, the authors outline key considerations for planning and facilitating debriefs. Methods: The debrief is initiated immediately following the learning experience. Students are prompted to describe and analyze their experiences, identify lessons learned, and discuss their application. Conclusions: Conducting debriefs with experiential learning activities helps students find meaning in their experiences and connect what they have learned to lesson objectives, the real word, and their own lives.
ISSN:	2333-4851 2333-4851