Professional Training Through Simulation: Presentation of a Model and a Tool for the Analysis of Trainers’ Debriefing Practice

Although fundamental (Neill & Wotton, 2011; Policard, 2015, 2018), the debriefing activity
of debriefing trainers (Bastiani, 2017) and the measurement of its mastery (Wazonis, 2015)
are the subject of little research. Current approaches, based on recommendations and
assessment grids, have limitations in terms of the overall understanding of the trainer's
activity. To fill these gaps, our article presents an operationalised model of trainer debriefing
activity in simulation: the Pyra Debriefing Model (PDM). This model is structured around
five poles (learner, trainer, device, results and objectives) and four areas (objectification,
cognition, didactics and psychopedagogy), thus providing a better understanding of the
interactions between the trainer and the learners during the debriefing. In addition, an analysis
grid, GD-12, was developed to structure the trainer's verbal interventions for each of the 4
areas. The GD-12 makes it possible to analyse verbal interventions at three levels: the
function pursued by the trainer, the concrete ways in which they are implemented and the
purpose of the intervention. At present, the model and the grid have been used in the initial
training of future teachers and future pharmacists, during hot and cold debriefings. In
conclusion, PDM and his GD-12 grid open new perspectives for a better understanding of the
debriefing activity of trainers, thus promoting a more enriching educational practice in initial
training.