Reflective Practice Research Articles

Mathematics learning must consider students� diverse needs to achieve optimal outcomes, including differences in learning styles, levels of understanding, and learning difficulties. Applying Bloom�s Taxonomy helps teachers design more effective strategies, yet many still neglect thorough planning, treating it as a yearly routine. To overcome this, teacher collaboration is essential. This study aimed to facilitate a lesson study involving mathematics teachers from the Mathematics Teachers� Association (MGMPS) in Banyuwangi, junior high school students, pre-service teachers, and mathematics education lecturers. Using a descriptive qualitative approach, the research was conducted at a junior high school in Banyuwangi. The research used qualitative analysis with observations, reflections, and triangulation to align teaching strategies with students� learning styles and understanding levels. The findings show that lesson study effectively enhances mathematics learning by accommodating students� learning diversity. Through the stages of planning, observation, and reflection, teachers developed more responsive and differentiated lessons. Moreover, lesson study promoted professional growth among teachers through collaboration and reflective practice. Overall, lesson study provides a sustainable and adaptive approach to fostering inclusive and high-quality mathematics learning. �Keywords: Lesson study, learning style, mathematics learning

ABSTRACT How can we escape Hegel to move beyond the logic of alienation and toward a transformative resonance? This is the meaning Rosa attributes to ‘the dialectical model designed by the philosopher Hegel’. Here, we study a disposition to resonance without reducing it to a search for positive emotions, through five forms of emersive resonant practices: (1) Cosmic resonance: undulation and cosmosis. Outdoor practices—here (1.a) Climbing, (1.b) the Fifth stroke, and (1.c) Blue therapy in the ocean—are no longer described from the point of view of physical performance but rather through the performativity of consciousness in contact with the elements. Resonance becomes cosmic through the impact of the elements on the sensitivity of the living body: the latter invents new forms of sports practices through motor adaptation, as in the fifth stroke. Becoming more one with the aquatic or aerial element implies, as in blue therapy, a state of cosmosis: both a fusion in the element and awakening. (2) A self-axis of perceptive resonance: Personal development is understood as a deepening of oneself through reflective practices. (2.a) Mindfulness meditation and (2.b) Tai chi are awakening techniques whose resonance radiates within the body and mind, as well as through movement and gesture in the world. The expansion of the field of consciousness here emerges as a consequence of resonance through awakening. Attuning to the body is a way to experience internal sensation.

This study explored the psychological characteristics of homeroom teachers’ reflective practice with a focus on student mental health, addressing a gap in empirical research. This study conducted semi-structured interviews with seventeen Chinese homeroom teachers and applied thematic analysis to examine how reflective practice supported mental health education. It also evaluated this practice from the perspective of multi-tiered systems of support (MTSS). The findings reveal the cognitive, emotional, motivational, and behavioral characteristics of homeroom teachers’ reflective practice. Cognitive characteristics centered on three aspects—the focus of reflection, the thinking process, and the formation or transformation of cognition—with student mental health being a primary concern. Emotional elements were less explicitly mentioned but were embedded in teachers’ narratives. Motivational characteristics comprised autonomy and physical–mental states, supporting or impeding reflection. Behaviorally, homeroom teachers engaged in silent, written, and dialogic forms of reflection, with silent reflection being common yet often undervalued. The study also indicated that homeroom teachers’ work in mental health education mainly involves MTSS Tier 1 and Tier 2, with insufficient collaboration with other professionals and characteristics distinct from traditional MTSS practices. Overall, the study highlights the multifaceted nature of reflective practice and its implications for enhancing school-based mental health education.

Abstract This study adopts Q methodology with an intensive single‐case design to document emotional states of three early‐career (EC) Language Other Than English (LOTE) teachers in Thai secondary schools. The participants, including a Chinese teacher, a French teacher, and a Japanese teacher, performed a card‐ranking task multiple times throughout a semester to report their experienced emotions at the time of each session. The findings suggest that EC teachers navigated their emotions through expectations, the status of LOTE education, and passion for teaching, influenced by their subjective appraisals of classroom and course events, particularly in relation to student relationships and progress. It is recommended that language teacher education adopt a progressive, career‐stage approach to integrating the psychology of language teachers, introducing foundational components of positive psychology at the preservice stage and extending these through reflective practice, mentoring, and emotion regulation strategies.

Palliative care-while overlapping with but distinct from end-of-life care-involves multidisciplinary teams providing medical, psychosocial, and existential support to patients and families facing serious illness. While prior research has examined professional identity in palliative care, the existential dimensions of identity formation-what it means to be a palliative care professional-remain largely underexplored. To explore the lived experiences of palliative care professionals, focussing on how their professional identity is constructed through the existential notion of "being," and to identify implications for advancing international education and workforce policy. Semi-structured interviews were analysed using Interpretative Phenomenological Analysis (IPA). Reflexivity, peer debriefing, thick description, and an audit trail were applied to ensure rigour and transparency. Fourteen Italian palliative care professionals from diverse disciplines (nursing, medicine, allied health) working primarily in community-based services. One Group Existential Theme emerged: Being, encompassing four subthemes-Meaning of Being, Ways of Being, Being Present for Others, and Reasons for Being Present. Across these, participants framed their identity not only around technical competence but also around emotional presence, relational depth, and ethical commitment to dignity in dying. This study advances existing literature by integrating the existential dimensions of "being" into professional identity theory. Findings highlight the need for international education and workforce strategies that embed reflective practice, emotional competence training, and peer-support structures alongside technical instruction, to sustain professionals in death-related work.

This paper explores the impact of integrating the digital platform Padlet and reflective practices in a Master’s in TESOL course on student teachers’ professional growth. Conducted with 14 students from a South Vietnamese university, the study utilized reflective journal entries, evolving teaching philosophy statements, an end-of-course survey, and individual structured interviews. Results revealed positive correlations between technological pedagogical content knowledge (TPACK), as perceived by student teachers, and the course structure and content. Two overarching themes emerged around Padlet integration. The first, enhanced learning experiences, emphasized inclusive, motivational, and real-world-connected practices. The second, technology integration, highlighted advantages and disadvantages of the Padlet platform, yet promoted a collaborative spirit within the community of student teachers. Reflectivity played a pivotal role, yielding themes of innovation and student-centered teaching, challenges and strategies for language instruction, and the construction of teacher identity. These themes collectively underscored the cultivation of TPACK, teacher effectiveness, and lifelong learning commitment. Pedagogical implications for integrating technology (e.g., Padlet) and reflection in teacher preparation courses to enhance transformative potential in English as a Foreign Language (EFL) education are discussed, alongside limitations and directions for future research to explore the interplay of TPACK, instructional efficacy, and reflection in education's evolving context.

Novice therapists often experience a complex interplay of self-doubt, emotional strain, and professional uncertainty as they transition from training to independent clinical practice. This study explored the lived experiences of novice cognitive behavioral therapy (CBT) therapists, focusing on the challenges of early practice and the strategies employed to support regulation and growth. Seven early-career CBT therapists participated in semi-structured interviews, and data were analyzed using Interpretative Phenomenological Analysis (IPA). Two overarching themes were identified: professional identity challenges and self-beliefs, and strategies for emotional regulation and continuous development. Participants reported difficulties managing anxiety, boundary-setting, and integrating their professional and personal selves, particularly when working with complex presentations such as grief, self-harm, and personality disorders. At the same time, supervision, personal therapy, peer and family support, and ongoing professional development were seen as crucial in building resilience and sustaining competence. The findings suggest that training and professional structures should place greater emphasis on reflective practice, boundary management, and preparation for emotionally charged cases, while framing supervision as both a clinical and emotional resource. By highlighting the perspectives of novice therapists, the study underscores the importance of supportive systems in fostering resilience and sustainable professional growth.

The growing burden of mental‑health concerns among university students necessitates models that move beyond conventional counselling delivery toward scalable, engaging, and evidence‑attuned ecosystems. This conceptual article delineates the Neuro‑Immersive Wellness Centre (NIWC) at Sultan Idris Education University (UPSI), a model that integrates neurofeedback, immersive reality (VR/XR), and AI‑assisted analytics with positive‑psychology principles to support student wellbeing, practitioner training, and community engagement. Grounded in neuroplasticity, experiential learning, and purpose‑driven wellbeing, NIWC operationalizes immersive interventions, data‑informed progress monitoring, and pedagogical scaffolds for trainee counsellors. The article critically appraises the model’s affordances and constraints—including ethical governance, cultural adaptation, cost, and sustainability—and proposes a tiered adoption pathway that emphasizes low‑cost digital literacy and reflective practices before high‑end technologies. Clear recommendations are outlined for replication, policy integration, and a pragmatic research agenda to evaluate outcomes and equity in resource‑diverse higher‑education contexts.

Composing in early childhood classrooms offers a critical opportunity to strengthen children’s language skills, yet many teachers feel underprepared to provide this instruction. This study examines whether an AI-enhanced digital platform (L4C) can serve as a sustainable, community-based professional development model that bridges theory and practice. Twenty-nine teachers in the southeastern United States engaged with L4C, a professional learning model designed to integrate principles from the Science of Literacy, Learning, and Instruction into a cohesive platform that links teachers’ content and pedagogical knowledge-building with lesson planning and reflective practice. Data sources included surveys, pre- and post-lesson plans, and AI usage logs from the lesson planning tool. Findings showed that teachers initially reported significant barriers to composing instruction and sought professional learning responsive to their classroom needs. After using L4C, teachers demonstrated notable growth in their knowledge of language components and the quality of their composing lesson designs. Teachers evaluated the platform positively, particularly valuing the linked videos and scripted lesson tools for making theoretical concepts actionable. These findings suggest that AI-driven platforms like L4C can advance teacher learning in practical, individualized, and contextually relevant ways, offering a promising pathway for professional development in early literacy instruction.

Abstract Socio-environmental challenges such as climate change and biodiversity loss necessitate political action and transformative educational responses. Education for Environmental Citizenship (EEC) offers a promising framework for addressing these issues in school settings. However, there is a lack of reported structured teacher professional development (TPD) programmes that support EEC. This study presents a systematic literature review (SLR) of empirical studies and supranational frameworks, synthesising the results into a model for in-service TPD in EEC. The analysis identified core competencies such as critical thinking, systems thinking and global citizenship alongside with dimensions including socio-emotional and cultural-territorial competencies, which address context-specific educational needs. These are mapped to pedagogical strategies such as outdoor learning, reflective practice and community-based learning. The resulting model seeks to align global sustainability goals with local realities. This research lays the groundwork for fostering EEC by providing educators with the competencies and strategies essential to drive social and environmental change.

This paper investigates the transformative potential of a collaborative group of bilingual preservice and inservice teachers who co-designed and implemented a new science and engineering summer program for elementary and middle grades students. By centering culturally and linguistically sustaining pedagogies within professional development, we explore how foundational insights from preservice teacher preparation—specifically in science, engineering, and translanguaging—can meaningfully inform and strengthen inservice teaching strategies throughout the academic year. The study highlights the value of engaging bilingual educators in iterative cycles of reflective practice, emphasizing how collaborative professional learning communities can foster sustainable and equitable teaching practices. We examine how teacher teams utilized students’ cultural and linguistic assets as a cornerstone of curriculum design and instructional delivery, bridging theory with practical classroom application. Drawing on both empirical classroom examples and relevant theoretical frameworks, this research outlines a professional development model that is responsive, asset-based, and teacher-driven. The model builds on the knowledge and enthusiasm cultivated during preservice training while addressing the dynamic, real-world challenges encountered by educators in increasingly diverse educational settings. Ultimately, our goal is to offer actionable strategies for bridging the persistent gap between preservice preparation and inservice professional growth, thereby supporting more effective, culturally relevant science and engineering instruction, and promoting teacher leadership and collaboration.

Quality education relies on excellent teaching practices, which require continuous adaptation of curricular frameworks to evolving educational contexts. However, early childhood teaching competencies remain insufficiently explored in current literature. This systematic scoping review analyzes 58 studies, including both comprehensive competency frameworks and research focused on the development of single teaching competencies. The review reveals that psychopedagogical competencies are the most frequently addressed, followed by emotional support and reflective practice, while collaborative competencies are less commonly emphasized. The analysis highlights a growing interest in competencies aligned with the sustainable development goals, particularly inclusion and equity. These findings offer relevant insights for refining competency frameworks and improving initial teacher education. They also underscore the importance of integrating reflective, emotional, and context-responsive training approaches to better prepare future ECE teachers for the complex demands of their profession.

Introduction: Swarm debrief is one of the Patient Safety Incident Response Framework (PSIRF) learning response methods [1]. It is a group debrief aimed at fostering collective, system-based learning, used immediately after any event where there is something new to learn. During the implementation of PSIRF in our trust, a gap in Swarm debriefing skills was identified, and the simulation and human factors team was asked to provide educational support. In collaboration with the patient safety team and input from the NHS England PSIRF team, we developed a systems-based Swarm guide and an accessible, engaging audio-visual (AV) Swarm simulation to illustrate a more realistic ‘work-as-done’ example [2]. Methods: A fictional patient incident was scripted, drawing inspiration from recent incident reviews and our own collective clinical experiences as healthcare professionals. The script mirrored the debriefing prompts and system-based questions within the Swarm guide so that viewers could review the guide and video concurrently. The video, featuring a nurse manager, doctor, nurse, and healthcare assistant, depicts a simulated Swarm debrief held in the manager’s office (Figure 1). Filmed on a smartphone and edited using Mac and CapCut software, the 15-minute video was enhanced with subtitles to improve accessibility and engagement. The video has been shown to over 100 learning response leads as part of their formal Swarm debriefing training. The Swarm guide and video link are also hosted on our website and are freely available on YouTube, making these resources accessible to a wider audience. Results: Participants in the Swarm debrief training filled out a post-course survey, where 96.67% rated the video as “very helpful” in enhancing their understanding of a Swarm debrief. Participants described the video as “relatable,” “clear,” and “confidence-building,” noting that it helped clarify the process and provided a relevant and safe example for discussion. Faculty observed that the use of the video within the course enhanced participant engagement and reflective practice. Discussion: This AV simulated example of a Swarm debrief demonstrates how low-cost, low-tech media can be produced to enhance staff education and support PSIRF implementation. Video-based learning offers a powerful modality for teaching these complex skills, allowing learners to observe key interactions directed by the Swarm guide and reflect on the process [3]. This video provides a clear example of how a Swarm debrief should unfold in the real world, making this abstract concept more tangible. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

Introduction: Individuals with ASC experience poorer health outcomes globally, yet healthcare professionals often lack adequate ASC knowledge [1]. Simulation-based learning enhances recall and practice [2], though resource limitations often restrict its use. Mental health nursing simulations are less developed compared to other fields, leaving a gap in training. Our co-created 360-degree video aims to address this by providing realistic scenarios that enhance students’ empathy and confidence in working with ASC patients. Methods: This research aimed to co-create real-time scenarios filmed in 360-degree video to help students understand how a person with ASC experiences hospital admission or clinical procedures. Working with qualified nurses and individuals with lived experience, we developed a 360-degree video of an ASC patient being assessed in a hospital setting. The video was embedded in a Complex Health Care teaching unit and viewed by third-year nursing students using Oculus Quest™ devices. Data were collected via an online survey and focus group discussions (with students and staff) and thematically analysed [3]. Ethical clearance was obtained from our university’s ethics committee. Results: Eighty students responded to our survey (32% response rate), with 65% reporting no prior ASC training. Seventy-four per cent found the VR resource useful, and 66% felt it would benefit their clinical practice. The small sample size is a limitation, and responses may not be fully representative of the broader student population. Ongoing focus group analysis suggests that the VR exercise helps increase students’ confidence, knowledge, and empathy, as evidenced by comments like: “This was excellent as it put you in the shoes of someone with ASC.” Staff facilitators provided insights into running VR sessions with large cohorts, including the need for preparatory and debriefing sessions, managing background noise, appropriate staff-to-student ratios, and addressing students entering the session late. Discussion: This study highlights a significant educational gap, with many students lacking prior ASC training. The positive response to the VR experience suggests it can improve understanding, empathy, and confidence, which may translate to better clinical interactions with ASC patients. Facilitators also identified key considerations for optimizing VR sessions, such as session preparation, managing group dynamics, and debriefing for knowledge consolidation and reflective practice. These findings have implications for nursing education policies, emphasizing the need for structured VR training in mental health curricula. Future research should explore the long-term impact of VR training on knowledge retention and clinical practice, as well as best practices for large-group VR training. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable

Introduction: Recent reforms in undergraduate pharmacy education [1] mandate increased clinical exposure in primary care to support the development of prescribing competencies and consultation skills. However, capacity constraints in community care, driven by workforce shortages and service pressures challenge traditional placement models [2]. Observed simulation-based education offers a scalable and innovative solution. This pilot project explored the design and implementation of a virtual clinical experience (VCE) for third-year pharmacy students, using simulation to deliver standardised, high-fidelity, experiential learning. The aim was to implement and evaluate a hybrid simulation model that addresses placement shortages, reduces clinician burden, enhances student engagement, and supports interprofessional education. Methods: Seventy-four third-year pharmacy students from the University of Brighton participated in a pilot VCE day comprising simulated GP consultations delivered via livestream. The day was structured into: Prebriefing with defined learning outcomes Live observation of two distinct GP-patient consultations with simulated patients Facilitated debriefing sessions utilising experiential and social learning theories. Prebriefing with defined learning outcomes Live observation of two distinct GP-patient consultations with simulated patients Facilitated debriefing sessions utilising experiential and social learning theories. Half way through the day students were divided into subgroups with assigned observer roles focusing on clinical, communication, and patient-centred care dimensions. Supplementary workshops and a digital health session introduced prescribing workflows and electronic health records. The simulation design was informed by Kolb’s Experiential Learning Cycle and Bandura’s Social Learning Theory, promoting active observational learning. With the midway changes, debriefing was adapted to deepen engagement. Directed observer roles transformed passive observation into purposeful participation, fostering critical thinking, reflective practice, and peer discussion [3]. Results: 84% of students reported increased confidence in consultation skills and rated 4.5/5 for enjoyment; Qualitative feedback highlighted the value of real-time observation and communication strategies. Educators rated the day 4.8/5; 100% agreed objectives were met. Identified challenges included time management and AV logistics; key improvements suggested included extended debriefs and clearer observer instructions from the start. Discussion: VCE provides a scalable, immersive solution for clinical learning in pharmacy education, addressing placement limitations while supporting high-quality, standardised experiences. The model’s success supports future iterations incorporating longitudinal simulated patient journeys to encompass the continuity of patient care in primary care. Expansion to other institutions and disciplines is feasible, promoting sustainability, and collaboration in simulation-based learning. Future evaluations will explore the integration of learner-designed cases and interprofessional simulations across multiple institutions. This will assess long-term retention of consultation skills and model scalability, contributing to national pharmacy education reform. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable

Effective doctoral supervision model has become a global topic of concern among students and supervisors. This process requires and demands for a delicate balance between supervisor’s guidance, provision of emotional support and professional development. Current models as advanced by Lee’s (Lee, 2008) conceptual framework of supervision and Gurr’s (Gurr, 2001), student supervisor alignment theory describes a clear relationship between supervision structure, supervisor support and the student’s independence. Riding on these two frameworks, this paper proposes an effective supervision model that combines both collaborative efforts, reflective practice and developmental mentorship. The proposed model is anchored on the basis of transformative learning theory that supports the idea that supervision is a process of teaching-learning as well as collaborative exercise focused on promoting critical engagement, and autonomous scholarship. The bases of this proposed model is effective communication, emphasis on research skills, recognition of individual student’s differences and effective supervisor-students feedback mechanisms. The study’s model contributes to the advancement of doctoral programs, ensuring that the supervision exercise remains responsive, inclusive, creative, and produces scholars of high academic standing.

Introduction: Peer Evaluated Simulation (PES), embedded in a final-year undergraduate nursing module, enables students to enact clinical scenarios and receive formative feedback from peers. In simulation-based learning, peer evaluation can be a powerful formative assessment tool. Creating a rubric for peer evaluation in simulation is a structured approach that provides students with clear guidelines and criteria to assess their peers’ performance accurately and constructively [1,2]. A well-designed rubric standardises feedback, reduces subjective bias, and encourages reflective practice. The key concepts within this PES are related to Shared Decision Making (SDM), which is a neglected component of existing simulation rubrics. Therefore, this study outlines how these components are conceptualised and developed into the rubric to enable students to critically analyse each other’s performance in a constructive, respectful manner. Methods: A co-design educational approach, underpinned by a descriptive qualitative design was adopted. Three one- hour focus groups were conducted with final year nursing students, and standardised patients at a large UK university from February to June 2024 to iteratively co-design the content and implementation of the rubric. Focus groups were held over the MS-Teams platform and recorded. Thematic analysis was used to identify key aspects of SDM that informed and refined the rubric and its integration into a pre-registration nursing course. The study was guided by established programme theory on shared decision making [3]. Results: Several recurring themes emerged that informed the creation of the rubric: (1) patient-centred care and engagement; (2) communication skills; (3) team dynamics and interprofessional collaboration; (4) cultural competence and self-awareness; and (5) openness to learning. The co-development of this rubric ensured content validity for peer evaluators to rate and provide feedback on student’s shared decision-making behaviour in the simulation setting. Students positively evaluated the rubric’s clarity and relevance but highlighted the need for improved usability, clearer descriptors, and scenario specific alignment. Discussion: Findings demonstrate the feasibility and value of co-designing a SDM focused rubric for use in simulation-based nurse education. Involving students and patients in the design ensured alignment with authentic clinical experiences. Early introduction of the rubric into the curriculum, along with structured opportunities to practice giving feedback, were identified as essential. The rubric shows promise for supporting formative assessment and developing reflective practitioners. Future research should examine its reliability, potential for adaptation across settings, and integration into summative assessment strategies. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

ABSTRACT While there has been a surge of research interest in teacher agency in the literature, relatively little is known about how language teachers exert their agency through in-service teacher education programmes. The present study explored the factors that promoted and constrained six English as a foreign language teachers’ agency in navigating critical-oriented teaching during a three-month teacher professional learning programme at one Chinese higher vocational college, employing professional learning conversation, classroom observation and reflective practice. The findings revealed that participants’ agency was largely promoted by individual and relational factors, including personal qualities, cognitive and behavioural development through engagement with the teacher professional learning programme. Simultaneously, participants’ agency was mainly constrained by institutional and contextual factors such as course syllabus and time. Implications of these findings are discussed.

While reflection is recognized as a critical element in successful learning (Huang, 2021), research suggests that learners often require support to engage in sustained and purposeful reflection (Curry et al., 2023). This research explores aspects of Gibbs’ (1988) Reflective Learning Cycle (RLC) that appear in Japanese university students’ reflections on peer discussions related to their self-directed learning using Massive Open Online Courses (MOOCs). Reflections were collected over three stages, each representing a different level of scaffolding: (1) non-guided reflection, where students freely described their experiences (Week 1); (2) guided reflection using questions based on Gibbs’ RLC (Weeks 2 to 5); and (3) less-guided reflection, where students created and answered their own reflective questions (Weeks 6 and 7). This design aimed to explore the effectiveness of guided reflection and its potential influence on how students engaged in subsequent, more autonomous reflective tasks. A qualitative thematic analysis suggested that, in the non-guided stage, students primarily addressed Description, Evaluation, and Action Plan. Guided reflection encouraged more balanced responses, including greater attention to Feelings, highlighting the value of explicit prompts in supporting emotional awareness. In the less-guided stage, student-generated questions led to broader engagement across the RLC stages. These findings suggest that structured scaffolding can help learners deepen their reflective practice and offer practical guidance for implementing reflection activities in language learning and other educational contexts.

Introduction: In high-pressure clinical environments, fostering a culture that encourages reflection, learning, and emotional wellbeing is essential. Hot debriefing offers an immediate, structured opportunity for teams to reflect on critical events, strengthen communication, and embed psychological safety into regular practice [1]. This teaching session aimed to educate resident paediatric doctors on the importance of a hot debrief and introduce relevant models that supports cultural transformation by normalising reflective practice. Methods: A multidisciplinary teaching session was delivered to 25 resident paediatric doctors, focusing on the practical application of hot debriefing. The session included a structured approach and a set of practical tools for initiating team-based hot debriefs. Through the use of videos and simulations we were able to embed principles of psychological safety, emotional recognition, and inclusive dialogue. In order to facilitate real-time feedback, gather the thoughts of the resident doctors and enable a collaborative environment we utilised Slido within this session. Pre- and post-session surveys were used to assess changes in experience and confidence, and to identify future training needs. Qualitative comments were collected to capture perceived cultural and emotional impact. Results: Pre-course data showed that 80% of participants had little or no prior experience with hot debriefing. Following the session, 84% reported feeling moderately or much more confident in asking for a debrief. Additionally, 84% expressed interest in receiving further training on how to lead debriefs. Qualitative feedback consistently highlighted a shift in attitude toward team communication and support, with participants valuing the normalisation of discussing emotional responses. Many viewed the session as a catalyst for change, helping to challenge existing cultural norms around silence after difficult events and learning from these. Discussion: The introduction of hot debriefing as both a concept and a structured practice contributed to a visible cultural shift within clinical teams. Rather than treating debriefs as optional or exceptional, the session repositioned them as integral to team-based care and resilience. By normalising immediate reflection, hot debriefing supports a compassionate, safety-oriented culture that prioritises emotional well-being alongside clinical outcomes. As healthcare organisations aim to address burnout, improve safety, and foster inclusive team dynamics, scalable interventions like hot debriefing can serve as foundational tools to drive cultural transformation from the ground up [2]. Going forward, we would like to deliver these sessions to all paediatric resident doctors and incorporate more simulation-based education within it to enhance a team culture that supports open communication, compassion, and continuous learning. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.