Abstract
Abstract: This innovative pilot study used the Critical conversations: The NLN Guide for Teaching Thinking monograph to promote critical conversation during debriefing in an interprofessional education group setting following a disaster preparedness simulation. Interprofessional health care students (n = 120) participated in the Debriefing Assessment for Simulation in Healthcare survey as well as four focus groups to understand student perspectives related to the Context, Content, and Course format used to cocreate meaning related to the simulation experience. Findings revealed that use of this method promoted critical dialogue underscored by self-efficacy, critical reflection, safety, group size, and interdisciplinary learning.