Combined Debriefing
Combined debriefing is when the facilitator uses two types of debriefing, making use of the benefits of both types (Verkuyl et al., 2019). Two types of debriefing that are often combined are self and group debriefing. This combined approach is especially useful when learners complete the virtual gaming simulation on their own, at a time convenient for their learning. The following options have been researched (Verkuyl et al., 2019):
- Self-debrief plus facilitated in-person or virtual small group debrief
- Self-debrief plus facilitated in-person or virtual large group debrief
- Self-debrief plus facilitated asynchronous group debrief
One benefit of combined debriefing is that the self-debrief can immediately follow the virtual gaming simulation enactment and allows learners to engage in a timely analysis and reflection with a complete focus on their own experiences and decision- making before they encounter their peers’ perspectives (Verkuyl et al., 2020). It also gives learners the opportunity to collect their thoughts before sharing those with their peers. When the learner has had time to consolidate their personal understanding of the experience, they are better situated to actively and critically listen to their peers’ perspectives in the group debrief (Verkuyl et al., 2020). In this way both individual and group input are encouraged and learning is enhanced.
Recommendations are now emerging for using the combined debriefing method. (Table 6.5).
Click here to download an accessible PDF copy of Table 6.5
Table 6.5. Self-debrief Plus Group Debrief (Combined Debriefing): A Process
| Process | Rationale |
|---|---|
|
Begin by reviewing the self-debrief process and the facilitated in-person or virtual large group debrief with learners. |
Improves flow and learning when learners are clear on purpose and rationale for this approach. |
|
Learners complete their self-debrief individually right after completing the virtual gaming simulation. |
A timely self-debrief encourages analysis and reflection while emotions are current. |
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When providing instructions for the facilitated group debrief, instruct learners to bring their individualized summary report and their completed self-debrief. |
Learners who have self-debriefed have thought deeply and independently about the client scenario before starting the group debrief. This will help them recall, and voice, their thoughts. |
|
The questions used in the group debrief should be the same as or similar to the self-debrief questions. |
Using the same questions enhances psychological safety and allows for learners to refer to their self-debrief to provide a thoughtful response. |
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Before concluding, ask learners if there were any questions that came up in the self-debrief that were not addressed in the group debrief and provide an opportunity to discuss them. |
The self-debrief allowed for additional time and space to think deeply and identify knowledge gaps. Learners may be frustrated if they cannot explore those reflections before concluding. |
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While the self-debrief offers an immediate debrief, the group debrief should be offered as soon as possible after the self-debrief, certainly within two weeks. |
Offering the group debrief after two weeks have passed decreases learner recall of the virtual gaming simulation experience. |
In the following video Margaret Verkuyl NP; PHC, MN from Centennial College discusses conducting a combined debrief for learners after a virtual gaming simulation.
