6 Models for Debriefing in Athletic Training Education
In athletic training education, debriefing after clinical experiences—whether in person or through simulations—is crucial. It offers educators the opportunity to provide feedback, analyze actions, and encourage reflection to enhance future performance. Debriefing should be an intentional process that helps athletic training (AT) students understand the “what,” “how,” and “why” behind their decisions.
Goals of Debriefing in Athletic Training
- Foster a Safe Learning Environment: AT students should feel they are in a safe space during debriefing, where psychological safety is prioritized, and privacy and confidentiality are respected.
- Link Simulation to Learning Objectives: Debriefing is a time to “connect the dots” between academic knowledge and practical experiences from clinicals and simulations. This helps AT students see how learning objectives contribute to real-world outcomes.
- Offer Feedback on Behavior and Clinical Judgment: During debriefing, the instructor provides feedback, guiding AT students through the reasoning behind their decisions and actions.
- Encourage Reflection: Debriefing offers AT students the chance to review cases and situations, analyzing their own actions to understand the deeper rationale behind them.
Promote Growth
Debriefing often sparks “Ah-ha” moments for students, allowing them to consolidate their learning and take significant steps in their professional development.
This isn’t a time to reteach a concept. It’s about understanding the AT student’s thought process, helping them refine their critical thinking, and making better decisions—or reinforcing good ones. That’s the heart and soul of debriefing.
6 Debriefing Models in Athletic Training
Debriefing for Meaningful Learning© (Dreifuerst, 2015)
This model focuses on reflective thinking. It uses Socratic questioning and active learning to uncover the thinking behind actions, helping AT students develop clinical reasoning and become reflective practitioners.
3D Model of Debriefing (Zigmont et al., 2011)
The 3D Model includes three phases: defusing, discovering, and deepening. It explores reactions to experiences, analyzes behaviors, and applies new knowledge to clinical practice, enhancing learning from real or simulated events.
Plus-Delta Debriefing (Cheng et al., 2021)
This model asks questions like, “What went well?” and “What would you do differently next time?” It promotes self-assessment by focusing on what worked and what didn’t, helping AT students reflect on their performance and learning.
Advocacy Inquiry (Castillo, 2023)
Advocacy-inquiry cultivates constructive conversations. It combines objective observations with inquiry into AT students’ thought processes, encouraging active listening and offering alternative approaches and resources.
Debriefing with Good Judgment© (Buttimer, n.d.)
This model also uses advocacy-inquiry and includes the PAAIL mnemonic:
- Preview – State what you’d like to discuss.
- Advocacy – Objectively describe observed actions.
- Advocacy – Share your perspective on the impact of these actions.
- Inquiry – Ask what was on the student’s mind during the event.
- Listen – To understand the rationale behind the actions.
PEARLS (Eppich and Cheng, 2015)
PEARLS (Promoting Excellence and Reflective Learning in Simulation) integrates self-assessment, focused facilitation (using advocacy-inquiry), and feedback. This framework provides a structured approach to help educators guide AT students through reflective learning.
These models can transform debriefing into a powerful tool for fostering growth, critical thinking, and clinical judgment in athletic training education.
