ERIC Number: EJ1163872
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2333-4851
EISSN: N/A
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.
Descriptors: Experiential Learning, Health Education, Learning Activities, Learning Theories, Transfer of Training, Skill Development, Teaching Methods, Critical Thinking
Journal of Health Education Teaching. 9563 Wedge Way, Delmar, MD 21875. Tel: 443-880-0394; e-mail: JofHET@yahoo.com; Web site: http://jhetonline.com
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