Provide an insight of my learning journey (from a novice in debriefing to a much more confident practitioner running structured debrief simulation sessions) by demonstrating the critical analysis of the SHARP (Set learning objectives – How did it go ? – Address concerns – Review Learning Points – Plan ahead – see The London handbook of debriefing) model and literature which contributed to the learning journey • Demonstrate comprehensive understanding of the underpinning educational theory applied to healthcare simulation based learning • Develop “critical thinkers” through debriefing • Argument and evidence critical analysis for the social sciences. • Understand and demonstrate a critical awareness of aspects of debriefing and or feedback (evidence through a portfolio of teaching experience in the workplace) • SHARP model should be critically appraised in the respect of the literature and the practical application (discussion as to the rationale for use) • To enhance and continuously develop your practice going forwards • Psychological support via briefing, debriefing and peer support • Managing psychological in defriefings : a​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ dynamic balance act • Peer coaching to improve debriefing • Quality in Simulation programs Sim Healthcare • Difficult debriefing situations • The role of debriefing in simulation based learning • Combining rigorous feedback with genuine inquiry • Simulation is not just a mannikin • Keeping a log on learning from the experience + reflections on the feedback I received from the peer observer • Consideration as to which models and theories I am linking my practice to • Critical evaluation of the effectiveness of the approach • How I will be moving forward, using the debriefing and feedback in the workplace • How I will continue to obtain peer observation feedback to enhance and inform practice • What connections and events I will take forward to remain current in the practice and whether I intend to publish my findings. • Demonstrate strong evidence of literature and models explored to help inform practice • Critically reflect on the notion of “self” in teaching personal strengths and weaknesses • Examine personal philosophy of learning • Critically appraise the nature evidence in medical education • Demonstrate the appropriate skills for facilitating learning and supporting an effective learning environment (portfolio) • Transformational learning and constructivism applied to simulation based le​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​arning, including extrinsic and extrinsic conversations during debriefing

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