Graduate schools of business use computer simulations to achieve a wide variety of pedagogical ends. They are venues for teamwork. They give students realistic experiences in a safe environment. They allow experimentation. However, the learning process is not complete unless students have the opportunity to reflect upon and criticize the events that transpire during the simulation. The purpose ...

A recent study showed that many people spontaneously report vivid memories of events that they do not believe to have occurred [1]. In the present experiment we tested for the first time whether, after powerful false memories have been created, debriefing might leave behind nonbelieved memories for the fake events. In Session 1 participants imitated simple actions, and in Session 2 they saw doc...

The Asian Tsunami that struck on December 26, 2004, claimed tens of thousands of lives. To bring up-to-date news to the public, many media workers raced to the frontline. Singapore journalists were among the first to arrive at the devastated scenes of the affected countries. Critical Incident Stress Debriefing (CISD) was offered to these media personnel about a week after they returned from ass...

OBJECTIVE to describe the contributions of clinical simulation for learning cognitive and procedural attributes through debriefing, from the perspective of nursing students. METHOD descriptive exploratory study. Twenty nursing undergraduate students from a university in the interior of the state of São Paulo participated in this study. Data collection was performed at the debriefing stage. St...

Over the last decade, there has been an exponential increase in the use of clinical simulation as a training tool for health professionals. This increase is due to simulation being more effective in learning to make clinical decisions, acquiring technical skills, and working in teams than traditional teaching methods. In addition, the acquired skills are transferred to the work environment, whi...