Number
436
Name
Debriefing in Healthcare Simulation: Transforming Raw Emotion Into Refined Skill
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Alex Edgardo Rodriguez Mejia, Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud
Claudia Elizondo Galdeano, Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud
Nancy de los Angeles Segura Azuara, Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Simulation-based learning has become pivotal in medical education for its
proven benefits in a safe, controlled environment. Debriefing provides
structured reflection on performance and helps clarify areas for future
improvement. Using Plutchik’s wheel of emotions, a visual tool that groups
core emotions, enables better introspection after learning experiences. This
study aimed to characterize the impact of debriefing immediately following
healthcare simulation on students’ emotional responses.
METHODS
Fourth-year medical students at a Mexican university participated in a
single standardized patient simulation. Each student interacted with one
trained actor portraying the same clinical scenario, ensuring an identical
encounter and minimizing variability in emotional exposure. Immediately after
the simulation, students completed a survey about their emotional responses
using Plutchik’s wheel of emotions to capture both positive and negative
states. A second survey was administered after the debriefing. The session
was conducted using the PEARLS method, an evidence-based debriefing framework
consisting of establishing psychological safety, exploring initial reactions,
clarifying key events, analyzing actions with facilitated reflection,
self?assessment and focused feedback, and concluding with a brief summary of
main lessons and concrete goals. Data from students who completed both
surveys were included in the paired analysis.
RESULTS
From the 143 responses, 34.5% of students showed improved emotional
responses, shifting from negative after simulation to positive after
debriefing. Most (58.4%) maintained a positive state in both surveys.
Persistent negative emotions were noted in 4.2%, while 2.8% changed from
positive to negative after debriefing.
CONCLUSION
The high proportion of students with persistently positive or improved
emotions after debriefing supports the importance of structured reflection
and feedback in boosting intrinsic motivation for learning. The persistence
or onset of negative emotions in a minority suggests the need for more
individualized debriefing approaches.
Simulation-based learning has become pivotal in medical education for its
proven benefits in a safe, controlled environment. Debriefing provides
structured reflection on performance and helps clarify areas for future
improvement. Using Plutchik’s wheel of emotions, a visual tool that groups
core emotions, enables better introspection after learning experiences. This
study aimed to characterize the impact of debriefing immediately following
healthcare simulation on students’ emotional responses.
METHODS
Fourth-year medical students at a Mexican university participated in a
single standardized patient simulation. Each student interacted with one
trained actor portraying the same clinical scenario, ensuring an identical
encounter and minimizing variability in emotional exposure. Immediately after
the simulation, students completed a survey about their emotional responses
using Plutchik’s wheel of emotions to capture both positive and negative
states. A second survey was administered after the debriefing. The session
was conducted using the PEARLS method, an evidence-based debriefing framework
consisting of establishing psychological safety, exploring initial reactions,
clarifying key events, analyzing actions with facilitated reflection,
self?assessment and focused feedback, and concluding with a brief summary of
main lessons and concrete goals. Data from students who completed both
surveys were included in the paired analysis.
RESULTS
From the 143 responses, 34.5% of students showed improved emotional
responses, shifting from negative after simulation to positive after
debriefing. Most (58.4%) maintained a positive state in both surveys.
Persistent negative emotions were noted in 4.2%, while 2.8% changed from
positive to negative after debriefing.
CONCLUSION
The high proportion of students with persistently positive or improved
emotions after debriefing supports the importance of structured reflection
and feedback in boosting intrinsic motivation for learning. The persistence
or onset of negative emotions in a minority suggests the need for more
individualized debriefing approaches.
Presentation Tag(s)
International Presenter, Student Travel Award Nominee, Student Presentation, Best Student Poster Nominee