Evaluation of simulation debriefing methods with interprofessional learning

Area of Science:

• Healthcare Simulation Education
• Interprofessional Learning
• Medical Education Technology

Background:

• Interprofessional education (IPE) via simulations enhances mastery learning and deliberate practice.
• Debriefing is crucial in simulation-based IPE, but optimal formats for interprofessional (IP) groups are understudied.
• Effective debriefing strategies are essential for maximizing the value of healthcare simulations.

Purpose of the Study:

• To compare the perceived effectiveness of in-person versus teledebriefing for IP simulation.
• To evaluate single versus IP co-debriefer models in healthcare simulation debriefing.
• To identify best practices for interprofessional simulation debriefing.

Main Methods:

• 404 Debriefing Assessment for Simulation in Healthcare Student-Version (DASH-SV) scores were collected from 135 students (medicine, nursing, respiratory therapy).
• Students participated in three critical care simulations with varying debriefing formats: in-person vs. teledebriefing and single vs. IP co-debriefer.
• Statistical analysis compared DASH-SV scores across different debriefing modalities.

Main Results:

• All debriefing methods yielded acceptable mean scores (above 4.0), indicating positive learner experiences.
• In-person debriefing (M=5.79) received statistically significantly higher scores than teledebriefing (M=4.96, p < .001).
• No significant difference was found between single debriefer (M=6.09) and IP co-debriefer (M=5.93) models (p = .059).

Conclusions:

• In-person debriefing appears more effective than teledebriefing for interprofessional healthcare simulation.
• A single debriefer can be as effective as an IP co-debriefer for interprofessional student groups.
• Teledebriefing offers a viable solution for simulation programs with remote or rural learners.