Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

2.4K
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
2.4K
Obedience01:08

Obedience

35.2K
According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation,...
35.2K
Blind Procedures02:07

Blind Procedures

13.0K
Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which...
13.0K
Naturalistic Observations02:30

Naturalistic Observations

17.0K
If you want to understand how behavior occurs, one of the best ways to gain information is to simply observe the behavior in its natural context. However, people might change their behavior in unexpected ways if they know they are being observed. How do researchers obtain accurate information when people tend to hide their natural behavior? As an example, imagine that your professor asks everyone in your class to raise their hand if they always wash their hands after using the restroom. Chances...
17.0K
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

234
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
234

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Leveraging the strengths of a global network to adapt and sustain interprofessional education and collaborative practice during the COVID-19 pandemic.

Journal of interprofessional care·2024
Same author

It Takes a Team-Enhancing Student-Athlete Health and Well-Being through an Interprofessional Approach.

Sports (Basel, Switzerland)·2024
Same author

Learner experiences of identity and global interdependence following engagement with an interprofessional education course.

Journal of interprofessional care·2024
Same author

Job satisfaction in sport science and sports medicine, an international cross-sectional survey.

BMJ open sport & exercise medicine·2023
Same author

Is healthcare a team sport? Widening our lens on interprofessional collaboration and education in sport and exercise medicine.

BMJ open sport & exercise medicine·2022
Same author

Absence of Injury Is Not Absence of Pain: Prevalence of Preseason Musculoskeletal Pain and Associated Factors in Collegiate Soccer and Basketball Student Athletes.

International journal of environmental research and public health·2022
Same journal

Is It My Responsibility? Professional Organizations' Perspectives on Disability Inclusion in Health Professions Education and Practice.

The clinical teacher·2026
Same journal

Integrated Team-Based Learning in a UK Undergraduate Medical Programme.

The clinical teacher·2026
Same journal

Women's Conferences in Medicine: Advancing Gender Equity in Medical Education.

The clinical teacher·2026
Same journal

Entrusting Attention: An Additional lens on Entrustable Professional Activity Assessment.

The clinical teacher·2026
Same journal

Students as Teachers (SAT) and Educators: An Online Elective in Medical Education.

The clinical teacher·2026
Same journal

Beyond Student Proactivity in Surgical Placements.

The clinical teacher·2026
See all related articles

Related Experiment Video

Updated: Jan 17, 2026

Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.6K

Understanding Perceptions of the Postsimulation Debriefing Learning Environment in Paediatric Trainees.

Sarah Hoolahan1,2, Anthony Breitbach3

  • 1University of Warwick, Coventry, UK.

The Clinical Teacher
|September 14, 2025
PubMed
Summary
This summary is machine-generated.

Trainees experienced a mix of positive and negative emotions during post-simulation debriefing, with fear of judgment impacting psychological safety. Honest feedback and varying experiences based on skill level were key themes in this medical education study.

Keywords:
paediatric traineesperceptionspostsimulation debriefingpsychological safety

More Related Videos

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

4.7K
Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

9.9K

Related Experiment Videos

Last Updated: Jan 17, 2026

Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.6K
Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

4.7K
Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

9.9K

Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Healthcare Professional Development

Background:

  • Simulation in medical education offers risk-free skill development.
  • Debriefing is crucial for consolidating learning through reflection.
  • Psychological safety is essential for learners to admit knowledge gaps.

Purpose of the Study:

  • To explore trainee perceptions of the post-simulation learning environment.
  • To understand how learners experience debriefing and feedback.
  • To identify factors influencing psychological safety in medical simulation.

Main Methods:

  • Employed purposeful, comparison-focused sampling.
  • Recruited participants based on Dreyfus model skill levels and debriefing perspectives.
  • Conducted semi-structured interviews with eight learners, analyzed using reflexive thematic analysis.

Main Results:

  • Learner perceptions revealed both positive and negative emotions, with a prevalent fear of judgment.
  • Descriptions included safe and unsafe learning environments, with feedback perceived as polite but not always honest.
  • Imposter syndrome and cultural norms unexpectedly influenced perceptions; experience level affected feedback response.

Conclusions:

  • Learners identified both strengths and weaknesses in the post-simulation learning environment.
  • Maintaining psychological safety while delivering honest, credible feedback presents an ongoing challenge for educators.
  • Understanding diverse learner perceptions is key to optimizing simulation debriefing.