"The Missing Link” Teachers’ Knowledge and Application of Debriefing Practices: A Nominal Group Technique approach

Normariya Mohd Nor; Norhasmah Mohd Zain; Siti Nordarma Ab Rahman

doi:10.21834/e-bpj.v10iSI24.6382

Authors

Normariya Mohd Nor School of Health Sciences, Universiti Sains Malaysia, Kubang Krian, Kelantan, Malaysia
Norhasmah Mohd Zain School of Health Sciences, Universiti Sains Malaysia, Kubang Krian, Kelantan, Malaysia
Siti Nordarma Ab Rahman School of Educational Studies, Universiti Sains Malaysia, Pulau Pinang, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10iSI24.6382

Keywords:

Nominal Group Technique, Debriefing.

Abstract

This study utilizes the Nominal Group Technique (NGT) to identify gaps in Malaysian teachers' knowledge of the debriefing process, a vital pedagogical tool for enhancing student learning. Findings indicate that while 90.48% of educators understand debriefing goals, only 66.67% feel adequately trained, highlighting a critical need for professional development. Additionally, 95.24% believe debriefing improves student comprehension and critical thinking. This disconnect between understanding and practice underscores the significance of targeted training and institutional support. Thus, further research is recommended to explore effective training modules, ultimately aiming to enhance the effectiveness of debriefing and improve educational outcomes.

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