ReviewBMJ simulation & technology enhanced learning2020
Managing psychological safety in debriefings: a dynamic balancing act.
Review in BMJ simulation & technology enhanced learning, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 84 papers.
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Who cites it
84 citing papers in PubMed.
- A combined approach of simulation-based "debriefing with good judgment" and case-based learning to enhance clinical thinking in Chinese residents.Frontiers in public health · 2025Trial
- Collaborative, digital and sustainable skills through multimodal simulations: evidence-based, interprofessional training in primary health care - the REALISE study.Advances in simulation (London, England) · 2026Article
- Thai nursing students' experiences of stress, role positioning, and facilitation tone in simulation-based learning: implications for culturally responsive facilitation and debriefing.Advances in simulation (London, England) · 2026Article
- Is simulation always a safe learning environment? Anxiety and social anxiety symptoms in first-year medical students during simulated patient encounters.BMC medical education · 2026Article
- AI integration in healthcare simulation debriefing: support or substitute?Advances in simulation (London, England) · 2026Article
- How team debriefings can transform anaesthesia culture.BJA education · 2026Review
- Debriefing in practice: a cross-sectional observational study of self-reflection competence, psychological safety and speak-up in paramedic training.BMC medical education · 2026Observational
- Moulage safety practice around the world: a framework for best practice.Advances in simulation (London, England) · 2026Article
- Research on the application of debriefing in simulation-based education of surgical nursing.BMC medical education · 2026Article
- Enhancing gynecological examination training for international medical students: a comparative study of peer role-play and peer assessment.BMC medical education · 2026Article
- Addressing under-appreciated risk in healthcare simulation.Advances in simulation (London, England) · 2026Article
- Stop play: key takeaways on physical safety awareness in healthcare simulation education.Advances in simulation (London, England) · 2026Article
- Generative listening leading to generative action to enhance interdisciplinary connections in a specialized referral hospital setting.Clinics (Sao Paulo, Brazil) · 2026Article
- Serious learning through play: a decade of the Self-Directed Learning Playground.Korean journal of medical education · 2026Article
- Generative AI in simulation debriefings: an exploratory study using the Team-FIRST framework and qualitative feedback from simulation experts and learners.Advances in simulation (London, England) · 2026Article
- Psychological Harm in High-Fidelity Simulation: A Concept Analysis.Nursing research and practice · 2026Review
- Simulation Addressing Verbal Escalation (SAVE): An Interprofessional Simulation for Pediatric Health Care Professionals.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
- Why don't we teach medical students to work in chaos?Frontiers in medicine · 2026Article
- Polish translation and validation of the student satisfaction and self-confidence in learning scale among healthcare students at the Pomeranian Medical University in Szczecin: a single-center cross-sectional validation study.Frontiers in medicine · 2026Article
- Progress in educational theory and translational implementation of simulation-based education for healthcare professionals: an integrative analysis from theory to effectiveness.Frontiers in medicine · 2026Review
24 more citing papers are in PubMed but not listed here.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Debriefings should promote reflection and help learners make sense of events. Threats to psychological safety can undermine reflective learning conversations and may inhibit transfer of key lessons from simulated cases to the general patient care context. Therefore, effective debriefings require high degrees of psychological safety-the perception that it is safe to take interpersonal risks and that one will not be embarrassed, rejected or otherwise punished for speaking their mind, not knowing or asking questions. The role of introductions, learning contracts and prebriefing in establishing psychological safety is well described in the literature. How to maintain psychological safety, while also being able to identify and restore psychological safety during debriefings, is less well understood. This review has several aims. First, we provide a detailed definition of psychological safety and justify its importance for debriefings. Second, we recommend specific strategies debriefers can use throughout the debriefing to build and maintain psychological safety. We base these recommendations on a literature review and on our own experiences as simulation educators. Third, we examine how debriefers might actively address perceived breaches to restore psychological safety. Re-establishing psychological safety after temporary threats or breaches can seem particularly daunting. To demystify this process, we invoke the metaphor of a 'safe container' for learning; a space where learners can feel secure enough to work at the edge of expertise without threat of humiliation. We conclude with a discussion of limitations and implications, particularly with respect to faculty development.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.