Debriefing and reflection are used extensively in WIL – but what are they? Are they same thing or different?  Are we making the best use of debriefing? What options are there for debriefing practices and where does reflection fit? How do we choose the best approach to debriefing to promote particular learning outcomes?

While debriefing has long been recognised as playing an important role in WIL, there is much conceptual and definitional ambiguity around the terms debriefing and reflection. Available literature on debriefing, particularly in recent years, is heavily situated within medicine, nursing and other health related practice-based sciences, and less is known about how debriefing is understood and/or used in other areas of education and disciplines/professions more broadly, and how it relates to reflection.

In this webinar we will explore the above questions based on extensive research with 35 WIL supervisors from a range of disciplines and professions, located across three countries. A conceptual model of the spectrum of approaches to debriefing in WIL will be presented.

Winchester-Seeto, T., & Rowe, A. D. (in press). Who is holding the mirror? Debriefing and reflection in work-integrated learning. International Journal of Work-integrated Learning.

Winchester-Seeto, T., & Rowe, A. D. (2018). Debriefing, the shapeshifter: How practitioners conceptualise debriefing for work-integrated learning. In J. Smith, K. Robinson & M. Campbell (Eds.), WIL: Creating Connections, Building Futures – Proceedings of the 2018 ACEN National Conference (pp. 117-121). Springvale South: Australian Collaborative Education Network Limited.

This webinar was NOT recorded however the PowerPoint slides are available here.