In postgraduate medical training (PGME) and continuing medical education (CME), high-fidelity simulation followed by debriefing (i.e. facilitated discussion) is often used to train non-technical skills. An increase in the application of simulation in health care education modality has resulted in the development of various debriefing methods for various learning needs, along with research describing variations in debriefing design and delivery. To be able to optimize debriefing practices, it is necessary to gain insight in, for instance, what the key elements are of effective debriefing and which debriefing skills are appropriate for which purposes. The wide variety of reviews into debriefing already performed call for a clear overview of the outcomes of these reviews. Therefore, the candidate will perform a metareview and synthesize what is known about debriefing: What are the common grounds and differences in terms of, for instance, the motives to perform a review on debriefing, which were the focuses and outcomes of the reviews, and what recommendations were done for practice and for future research? Can outcomes and patterns found in the existing reviews on debriefing be explained from characteristics of the reviews and/or on contextual differences? In this metareview, we aim to get insight in the wide body of knowledge on debriefing in order to be able to provide recommendations for best practice and /or to plan new research that may add to what is already known.