Was the correct strategy used to accomplish the learning objectives given the situational constraints?

Relationship between teaching and learning

Effectiveness of the debriefing process

Intuitively, many instructors feel that such core elements of debriefing are essential but what, if any, empirical data
exists to explore the real value of the debrief and the various methods of facilitation? How does one even approach
assessing debriefing techniques? Lederman outlined a conceptual process for assessing the effectiveness of the
debriefing process, which may serve as a template for future studies. She asks five questions:

1. Were the learning objectives met or enhanced through the debriefing?

2. How was the debriefing conducted considering situational constraints (eg, time, finances, and group
structure)?

3. Was the correct strategy used to accomplish the learning objectives given the situational constraints?

4. How uniformly, if at all,was the stated debriefing strategy actually implemented in practice?

5. What, if any, quality management of the debriefing process took place?