In recent years, clinical simulation has been incorporated as an integral part of the curriculum of medical education in some countries. In this kind of learning, the simulated experience is a fundamental element, being the debriefing the essential support for this style of teaching is effective. The debriefing is used as a guided refl ection after a simulation, and aims to analyze, make sense and learn from the simulated experience, being an essential step in the learning process. There are several proposed models for this refl ection immediately after the clinical simulation, being the best known described by Jenny Rudolph, called «debriefing with good judgment», which we used routinely in our centre. Despite extensive evidence supporting the use of simulation as part of medical education, the experience currently available on debriefing after simulated scenarios is scarce in Anesthesiology, demanding more research about it, in order to find solid and valid results in this matter.