Treat debriefing models as designable curricular artefacts that coordinate remembering, analysis, and planning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The editorial highlights Solberg and Sellberg's notion of epistemic engineering, in which facilitators balance structure with responsiveness so that remembering is joint, analysis distributed, and takeaways actionable. It proposes that "debriefing models themselves should be treated as designable curricular artefacts that coordinate remembering, analysis, and planning". Facilitators use models and artefacts to reconstrue performance into teachable knowledge.

Design Implications¶

Context¶

Requirements¶

• Facilitators need pedagogical competence to engineer the epistemic environment, balancing structure with responsiveness

Constraints¶

Target Learners¶

• professional education learners, e.g., nursing students and healthcare teams

Target Learning Goals¶

• joint remembering, distributed metacognition, and actionable takeaways from simulation

Related Strategies¶

• Use debriefing to enable multiple viewpoints, shared cognitive resources, and challenge students' assumptions to foster critical thinking

Examples¶

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Key Sources¶

• Charlott Sellberg & Oskar Lindwall. (2025). Simulation-based training in professional education: learning, participation, and instructional design. Instructional Science. https://doi.org/10.1007/s11251-025-09763-2