Exploring the utility of a time‑limited hot debriefing technique for simulation‑based education

Background Time‑limited "hot debriefs" are increasingly used in clinical practice, yet evidence of their utility in simulation‑based education is limited. The STOP5 framework offers a structured approach to rapid hot debriefing, designed to promote psychological safety and consistency. Sample Sixteen faculty members took part in the study, the majority (88%) having no previous experience of STOP5. Participants functioned as sole debrief facilitators (19%), co‑facilitators (50%), or observers (31%). Method An action research study explored faculty facilitators' experiences of using STOP5 during an international simulation challenge involving high‑stress public health disaster scenarios. Sixteen facilitators completed pretraining and postevent questionnaires, including the Debriefing Assessment for Simulation in Healthcare (DASH) Instructor Version. Results All facilitators rated STOP5 debriefs as structured and useful in supporting reflection, with 86% reporting a positive impact on overall debrief quality. While facilitators valued the framework's clarity and focus, only 21% felt the prescribed five‑minute duration was sufficient. Despite this, 93% recommended STOP5 for future simulation use. Conclusion STOP5 appears to be a viable framework for time‑limited, fast‑paced simulation debriefing. However, its utility may be enhanced when complemented by follow‑up cold debriefing opportunities.