There appears to be a wide acceptance that debriefing plays an important role in the learning process of simulation-based programs. Indeed, the past decade has witnessed an increasing number of studies into debriefing across disciplines. Our research team has been conducting field research with airlines, over a number of years, to clarify what constitutes effective debriefing for airline pilot training. To assist this clarification, a comprehensive systematic review of existing studies into debriefing across disciplines was designed to direct further analysis of the data the team had collected. A preliminary investigation into this broad debriefing literature exposed that there was little consensus among many papers about effective debriefing practice owing to inconsistencies in: (a) methodological approaches, (b) terminology, and (c) professional focus. As a way of overcoming these inconsistencies, this paper initially synthesized research findings from a small number of existing systematic reviews scrutinizing debriefing across a variety of professional disciplines. The literature search identified 10 papers, three meta-analyses, and seven qualitative systematic reviews. This paper aims to identify key elements influencing learning outcomes from debriefing practices and presents the findings of this study as a single framework of debriefing elements.