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ERIC Number: EJ1163872
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2333-4851
Planning and Facilitating Debriefs of Experiential Learning Activities in Skills-Based Health Education
Johns, Judith A.; Moyer, Matthew T.; Gasque, Lisa M.
Journal of Health Education Teaching, v8 n1 p61-76 2017
Purpose: This paper highlights the importance of conducting structured, student-centered discussions, known as debriefs, following experiential learning activities in health education. Drawing upon Kolb's experiential learning theory and literature from scholars in simulation-based training, the authors outline key considerations for planning and facilitating debriefs. Methods: The debrief is initiated immediately following the learning experience. Students are prompted to describe and analyze their experiences, identify lessons learned, and discuss their application. Conclusions: Conducting debriefs with experiential learning activities helps students find meaning in their experiences and connect what they have learned to lesson objectives, the real word, and their own lives.
Journal of Health Education Teaching. 9563 Wedge Way, Delmar, MD 21875. Tel: 443-880-0394; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A