Generally after the labs are turned in I review them with the students, highlighting the important points they should understand. I choose different students labs and ask them questions pertaining to thier answers. This usually opens up a discussion with the other students. It can take from 20 minutes up to over an hour.
Debriefing is given at the end of clinical for one hour. Students are asked to present one client and describe the care, labs, meds, teaching, what they learned and/or what requires additional research.
well I will debrief by asking questions after each topic an also at the end of each class or the begining of each new day. I spend about 20-30 min total each day going over what we already covered to see if the students got the information.
Debriefing methods are good to use for lab and classroom activities. 15 the 30 min. after a chapter or after a lab I try to open it up for discussion and I asked him questions to make sure they understood what happened. Along with making them think more in depth of what they just covered.
I also teach a class where the student’s do the labs as individuals in the class room using computers. I walk around to each of the 18 work stations and assist when needed. As they complete each lab assignment I ask them to bring up their assignment so I can go over the lab with them and indentify any errors they may be making or information they may have left off and ask them to try to avoid making these errors when we start doing test outs where points will be deducted for errors.
I also have time to interject with my own experiences as it relates to the subject matter.
Debriefing is a very important part of my program. I always set aside plenty of time for this, for this is when I feel the students get the most out of the material at hand. The way I handle debriefing is basically a review of learning objectives. Everyday I will tell the students what they should expect to get learn that day and I also tell them how we are going to learn it. At the end of the day I ask the students in different questioning techniques if the objective that we discussed in the morning was met. This is usually done at the end of the day and can vary in time.
What I will do is go over the labs so the student will know what is required of them and what is required on the labs. At the end of the lab I will as for input from the students as to what was found and what was hard for the student to understand. In getting this input it will help me to make any modifications for a better understanding and better learning experience for the student.
I try to alot about 15 minutes to going over the day's activities.
The first thing I do with debriefing is ask them did you learn anything new today? Then I go back over the material for half hour or so to make sure that all questions got answered and if not we then discuss it in more detail so I am sure they understand the subject fully. I find the debriefing is best at the end of the day so I can be ready for tomrrows lecture if a question that I did not have the answer for that day. I then ask them if they have any questions they need to get answers too as well. I find at the end of the day the most questions are asked to asure them that is the best that we can do.
I keep the debriefing to a minimum, I like to inform but not overwhelm. I bring in a small tale or story related with the days activities to lighten the mood, but like to get moving with the classwork.
Usually, I debrief after the hands on lab activities that accompany lecture. Ordinarily, I expect just a few minutes per student to be sufficient
Depending on the task at hand will determine how long the debrief will take. We will use different sources of information to set us up for the needed task. What is expected of the students. The do's & don't you could say.
I just realized I need to emphasize "debrief" more. I feel I focus on review too much.
in course 29, i like to go over the differant combinations of performance parts that were used and have a class discussion on how each work in accordance to what was taught in class.
i really like to do this with my class also. i just have to get better at managing time to do it for every class session.
I like to ask the class different questions about the daily activities. It depends on the subject and the class, as to how long I spend on the debrif. I do see it as a very larg area of learning.
i like to get student input good or negative on the lab or subject of the day. we can discusss the questions they have. get there input on any improvements or changes to the subject matter.try to get a feel for the learnings of the day. some times it may take up to two hours to de brief on a daily subject.
At the end of the day I like to call the class together and find out what they learned I asked what was helpful and what was not so helpful.
I like to recap the more difficult topics throughout the day. This way I can get feedback on how well the students are getting the information. I like to keep this to around 15 minutes.
