The DASH-SV results demonstrated effective facilitator debriefing (Table 3). In each of the areas scored by learners, the facilitators averaged scores of > 6, which corresponded to “consistently effective debriefing” in both curricular years 1 and 2. All debriefing domains measured by the DASH-SV demonstrated improvements from curricular year 1–2: faculty set stage for engaging learning experience, facilitators maintained an engaging context for learning, instructor structured debriefing in an organized way, facilitators provoked in-depth discussions that led me to reflect on my performance, instructors identified what I did well or poorly, and instructors helped me see how to improve or sustain good performance, with all but one domain demonstrating statistical significance.Table 3Debriefing assessment for simulation in healthcare student version (DASH-SV) scoresAspect evaluatedYear 1Year 2 p value95% CIFaculty set stage for engaging learning experience6.476.56.0793− 0.22, 0.04Facilitators maintained an engaging context for learning6.506.61.0483− 0.24, − 0.02Instructor structured debriefing in an organized way6.396.58.0053− 0.32, − 0.05Facilitators provoked in-depth discussions that led me to reflect on my performance6.396.61.0021− 0.36, − 0.08Instructors identified what I did well or poorly6.056.52< .0001− 0.63, − 0.31Instructors helped me see how to improve or sustain good performance6.266.54< .0001− 0.42, − 0.14Data are presented as mean ± standard deviation CI confidence interval