[[Debriefing]] people:: Lon Setnik dates:: 2022-11-11 *When you can be self aware of what role your learners need, you can apply the right facilitation techniques to the moment.* This reminds me of being a [[learning leader]] as a mental model for the role of the debriefer. [[Coaching]], [[facilitating]], [[Mentoring]], and other roles you can bring to the classroom or conversation This is research that tried to separate the roles of the debriefer in different times of the learning experience This matters because just like [[focus on the process not the goal]], if you have the best process for the moment, by using your [[read the room]] skills, you can better match the needs to the technique. And if you can match the needs explicitly, [[Explicit disagreement is better than implicit misunderstanding]] ### What would the opposite argument be? This is a false dichotomy or separation. The facilitator must be nimble and cannot separate these roles. %% tags: #note/idea | #on/teaching | #on/coaching | #on/facilitation %% ## Sources: Roze des Ordons, A. L., Eppich, W., Lockyer, J., Wilkie, R. D., Grant, V., & Cheng, A. (2022). Guiding, Intermediating, Facilitating, and Teaching (GIFT): A Conceptual Framework for Simulation Educator Roles in Healthcare Debriefing. _Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare_, _17_(5), 283–292. [https://doi.org/10.1097/SIH.0000000000000619](https://doi.org/10.1097/SIH.0000000000000619)