Debriefing and feedback, while distinct in their nature and objectives, play crucial roles in enhancing learning within simulation-based education (SBE). Debriefing primarily focuses on reflective analysis, promoting self-assessment, identification of performance gaps, and consolidation of knowledge and skills through group discussions guided by various models. It usually occurs after a simulation experience, fostering a safe and supportive environment for open communication. In contrast, feedback centers on providing information about specific performance standards, aiming to bridge performance gaps, offer improvement suggestions, and motivate learners. Feedback can be delivered at various points during or after simulations, requiring clear communication and mutual trust between learners and providers. Both debriefing and feedback contribute to lifelong learning, requiring careful design and delivery within a supportive context, ultimately fostering continuous professional development in the healthcare field. The intrinsic feedback inherent in well-designed simulations further enriches the learning experience by guiding learners through the consequences of their actions, emphasizing the collaborative nature of SBME.