Related Experiment Video
Updated: Aug 19, 2026
Mechanical Ventilation Boot Camp Curriculum
Published on: March 12, 2018
Debriefing for Simulation-Based Medical Education: A Survey From the International Network of Simulation-Based
Louise Ing1, Adam Cheng, Yiqun Lin
1From the Department of Pediatrics (L.I.), University of Calgary; KidSIM-ASPIRE Research Program (Y.L., A.C.), Alberta Children's Hospital; University of Calgary (Y.L., A.C.); and Departments of Pediatrics and Emergency Medicine (A.C.), Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada.
Context:
Current debriefing approaches and faculty development strategies for simulation educators differ around the world. We aim to describe the status of current debriefing practice and faculty development for simulation educators in this study.
Methods:
We distributed a paper-based survey during 2 international conferences to obtain data from active International Network for Simulation-based Pediatric Innovation, Research and Education members. The survey was tested to ensure content validity and consisted of the following 3 constructs: demographic characteristics, current debriefing practice, and issues related to faculty development.
Results:
One hundred nine of 114 participants (96%) completed the survey. Debriefing practice differs in terms of timing, duration, framework, and conversational framework. Most debriefings were less than 30 minutes (93/109, 85%), with many educators not using objective data during debriefing (47/109, 43%). Three- or 4-phase debriefing frameworks were used most commonly (66/109, 61%). Most participants have access to some faculty development opportunities (99/109, 91%). Barriers to faculty development are related to time and resource constraints (eg, freeing up facilitator's time: 75/109, 69%, competing priorities 64/109, 59%). Most participants indicated that their needs for debriefing to improve learning outcomes were met (95/109, 87%). The desired content for future faculty development opportunities varies between educators with different levels of expertise.
Conclusions:
Approaches to debriefing among members of an international pediatric simulation network vary considerably. Although faculty development opportunities were available to most participants, future simulation programs should work on addressing barriers and optimizing faculty development plans to meet the needs of their educators.
