Introduction One unique advantage of simulation education and training is the opportunity it affords for deliberate practice (DP). DP requires learners to experience goal-oriented tasks, have opportunities for repetition and refinement of performance, and receive immediate feedback.1 In manikin-based simulation (MBS) education, this crucially important feedback is currently provided by simulation instructors.2 Instructor-facilitated debriefing is costly, requires extensive training and expertise, can intimidate some learners, takes 2-3 times as long as the simulation itself, and is non-standardized with significant intra-facilitator variability.3-4 We created a self-guided, automated debriefing system (ADS) for MBS using a screen-based patient simulator that we hypothesize will address many of the limitations of instructor-led debriefing without comprising the simulation educational experience. The ADS tracks learner’s decisions, documents their reflection on performance and decisions made during the MBS, and tracks the length of time needed for debriefing. We believe that implementing and study the use of this innovation can help address some of the important questions about debriefing, particularly related to its source and amount of time that it requires.5-6 Description We will study use of the ADS among senior medical students enrolled in an anesthesiology elective at the University of Pittsburgh. The students’ clinical attachment culminates in a 15-minute perioperative crisis simulation followed by a 30 minute debriefing. Six hours of the instructor’s time are needed for the four students on the elective. In the forthcoming academic year we will replace the instructor-led debriefing with the ADS for this simulation experience. Students will perform the MBS and then use the ADS in a separate debriefing room while the next student performs the MBS. The ADS measures the length of time needed for debriefing, records students’ answers to questions that promote reflection on performance and medical knowledge, and documents students’ perception of expert-validated pathways for completing the scenario. Similar to instructor-led debriefing, the ADS will explore students’ reasoning and motives for actions taken during the simulation, identify gaps in knowledge or understanding, and facilitate reflection for future change. Unlike instructor-led debriefing, this documentation will be readily available for analysis. Students will be surveyed to determine their acceptance of and attitudes towards this form of debriefing. Conclusion We anticipate that students will not rate instructor-led debriefing as preferable to the ADS. By analyzing students’ responses to knowledge-reflection questions, we will identify common knowledge deficiencies or judgment errors among this group of learners and gain insight into the motives for their actions during the scenario. By comparing students’ final assessment of the anticipated expert pathway to the actions they took, we will determine if the ADS debriefing promoted reflection and ameliorated performance gaps. The length of time using the ADS will be calculated, and compared to the length of the participant’s MBS experience in order to identify any correlation between the time simulating and debriefing. This information will inform future simulation time and resource allocation planning, addressing an important issue within the simulation community.3-4 With the ADS, six students can complete the course in 90 minutes, a 75% reduction of the current instructor and facilities’ time commitment. If results are favorable, the ADS can be implemented in other courses to meet the need for expert-guided feedback in deliberate practice, facilitating repetition and performance improvement,1,7 while reducing simulation and instructor time and decreasing costs.3