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Debriefing with good judgment: a reflective-practice debriefing method using performance gaps to explore learner frames

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

Debriefing with good judgment is a well-established debriefing method in which the debriefer uses observations of performance gaps to explore learner frames and thought processes. It "uses a 3-phase (reaction, analysis, and summary) conversational approach based in reflective practice". In this curriculum it was used in one of each session's two scenarios to focus on mental models, teamwork, and thought processing to fill in performance gaps, and was chosen for its established track record and associated assessment tool.

Design Implications

Context

Requirements

  • A debriefer who observes performance gaps and can explore learner frames and thought processes
  • An associated assessment tool (DASH-SV) for instructor feedback

Constraints

  • The article states there is currently no definitive literature describing which debriefing method is better or best for a given situation or learner objective

Target Learners

  • pediatric emergency medicine fellows

Learning Goals

  • mental models and thought processing
  • teamwork and crisis resource management
  • medical management of pediatric emergencies

Claims

Examples

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Key Sources

  • Jeffers, J. M., & Poling, S. (2019). The development and implementation of a 12-month simulation-based learning curriculum for pediatric emergency medicine fellows utilizing debriefing with good judgment and rapid cycle deliberate practice. BMC Medical Education. https://doi.org/10.1186/s12909-018-1417-6
Page metadata
Field Value
type design
id debriefing-with-good-judgment
title Debriefing with good judgment: a reflective-practice debriefing method using performance gaps to explore learner frames
description Debriefing with good judgment is a well-established debriefing method in which the debriefer uses observations of performance gaps to explore learner frames and thought processes.
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — jeffers-2019

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