Abstract
Debriefing plays a critical role in facilitated reflection of simulation after the experiential component of simulation-based learning. The concept of framing and reflective learning in a debriefing session has emanated primarily from Western cultures. However, non-Western cultures have significant characteristics that manifest themselves in teaching and learning practices substantially different from Western cultures.We need to consider howto balance standardization in debriefingwith a culturesensitive interpretation of simulation-based learning so that learners receive the maximum benefit from debriefing sessions. Our goal was to raise awareness of cultural differences and stimulate work to make progress in this regard.
| Original language | English |
|---|---|
| Pages (from-to) | 166-170 |
| Number of pages | 5 |
| Journal | Simulation in Healthcare |
| Volume | 8 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jun 1 2013 |
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Keywords
- Culture
- Debriefing
ASJC Scopus subject areas
- Medicine (miscellaneous)
- Epidemiology
- Education
- Modeling and Simulation
- Medicine(all)
Cite this
It is time to consider cultural differences in debriefing. / Chung, Hyun Soo; Dieckmann, Peter; Issenberg, Barry.
In: Simulation in Healthcare, Vol. 8, No. 3, 01.06.2013, p. 166-170.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - It is time to consider cultural differences in debriefing
AU - Chung, Hyun Soo
AU - Dieckmann, Peter
AU - Issenberg, Barry
PY - 2013/6/1
Y1 - 2013/6/1
N2 - Debriefing plays a critical role in facilitated reflection of simulation after the experiential component of simulation-based learning. The concept of framing and reflective learning in a debriefing session has emanated primarily from Western cultures. However, non-Western cultures have significant characteristics that manifest themselves in teaching and learning practices substantially different from Western cultures.We need to consider howto balance standardization in debriefingwith a culturesensitive interpretation of simulation-based learning so that learners receive the maximum benefit from debriefing sessions. Our goal was to raise awareness of cultural differences and stimulate work to make progress in this regard.
AB - Debriefing plays a critical role in facilitated reflection of simulation after the experiential component of simulation-based learning. The concept of framing and reflective learning in a debriefing session has emanated primarily from Western cultures. However, non-Western cultures have significant characteristics that manifest themselves in teaching and learning practices substantially different from Western cultures.We need to consider howto balance standardization in debriefingwith a culturesensitive interpretation of simulation-based learning so that learners receive the maximum benefit from debriefing sessions. Our goal was to raise awareness of cultural differences and stimulate work to make progress in this regard.
KW - Culture
KW - Debriefing
UR - http://www.scopus.com/inward/record.url?scp=84880179821&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84880179821&partnerID=8YFLogxK
U2 - 10.1097/SIH.0b013e318291d9ef
DO - 10.1097/SIH.0b013e318291d9ef
M3 - Article
C2 - 23702587
AN - SCOPUS:84880179821
VL - 8
SP - 166
EP - 170
JO - Simulation in Healthcare
JF - Simulation in Healthcare
SN - 1559-2332
IS - 3
ER -