An Educational Technique: Incorporation of Structured Debriefing in Athletic Training Clinical Experiences

Context When educating students, preceptors often focus on outcomes, which can inadvertently reinforce inaccurate reasoning if students arrive at the correct conclusions via incorrect thinking. Structured debriefing provides a solution by focusing on the thought processes, thereby promoting more profound clinical reasoning. Objective To assess how Debriefing for Meaningful Learning (DML) is integrated into athletic training preceptorships and its influence on student learning and professional growth. Background Debriefing has long been used in healthcare education to enhance experiential learning but is inconsistently applied in athletic training programs. The DML framework offers a systematic and thoughtful method, designed to enhance students' critical thinking and decision-making abilities. Description Debriefing for Meaningful Learning was implemented through comprehensive training for athletic training students and preceptors, focusing on its 6 phases: engage, explore, explain, elaborate, evaluate, and extend. This approach used reflective questioning to test assumptions, evaluate reasoning, and apply knowledge in clinical settings. Clinical Advantage(s) The structured debriefing process enhanced clinical reasoning by shifting focus from task completion to reflective practice. Students gained confidence in their decision-making, improved their ability to adapt knowledge across cases, and developed critical thinking essential for independent practice. Preceptors noted increased student engagement and alignment with evidence-based practice principles. Conclusion(s) Debriefing for Meaningful Learning offers a structured framework for addressing the limitations of traditional athletic training in clinical experiences. Emphasizing reflection and critical thinking fosters the development of advanced knowledge and clinical reasoning skills required for professional practice. However, to implement successfully, it is necessary to educate preceptors and students about structured debriefing techniques.