Traditional models of debriefing focus on identifying the impact of the activity, clarifying concepts, emotions, empathy, and engaging in systematic reflection and analysis [ 31– 31].
Our use of modeling and debriefing evolved over the course of the Design Phase year, based on how the TLs responded during TLP sessions, our conversations with the UUSD members of the Design Team, and our own reflections captured in research memos.
One TL shared her thoughts about the value of the modeling and debriefing, "When [one of the Stanford team] would come in and debrief you about what you did and how it felt, it dawned on me pretty quickly that you were modeling what we were going to be doing.
In response to these needs, we significantly increased the role of modeling and debriefing to provide more learning opportunities for the TLs during the TLP sessions.
The structure of the modeling and debriefing activities for TLP 2 2 was similar to that of TLP 1 2, with two members of the Stanford team co-facilitating the VBD and a third one debriefing.
Following completion of debriefing activities, students completed a Debriefing Experience Scale, a tool designed to evaluate the student experience during debriefing.
The critical role of debriefing and guided reflection is delineated.
Basic concepts of debriefing and giving feedback 37.3.
One participant opted out of debriefing.
This was part of debriefing after the interview.
