Briefing and debriefing can be simple interactions between the supervisor and student and can have long lasting effects on how the clinical placement unfolds. The purpose of briefing is to optimise student learning by addressing student expectations and feelings about new and unfamiliar experiences they are about to undertake (Mackenzie, 2002, p. 83). Debriefing assists the student to digest the experience and learn from it for future practice.
Occupational Therapist and Clinical Educator Wendy Szatkowski shares some recommendations for briefing and debriefing with students.
There is a myriad of resources available for learning through reflective practice. You might find the following resources useful in your practice:
- The Model of Professional Thinking: Supporting Learners to use Reflective Practice and Evidence based practice in tandem (webcast)
- Reflective Practice section of the Services for Australian Rural and Remote Allied Health
- Mackenzie, L. (2002). Briefing and debriefing of student fieldwork experiences: Exploring concerns and reflecting on practice. Australian Occupational Therapy Journal, 49, 82–92.