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Virtual simulation debriefing in health professions education: a scoping review protocol
Joy Garmaise-Yee1, Christine Houston1,2, Tonia Johnson2
1Sally Horsfall Eaton School of Nursing, George Brown College, Toronto, ON, Canada.
JBI Evidence Synthesis
|January 11, 2022
Summary
This scoping review maps literature on virtual simulation debriefing in health professions education. It highlights the importance of debriefing for knowledge uptake in virtual learning environments.
Area of Science:
- Medical Education
- Simulation-Based Learning
- Health Professions Education
Background:
- Virtual simulation offers a flexible alternative to traditional in-person learning for health professions students.
- It became essential during the COVID-19 pandemic, providing continued educational opportunities.
- Effective debriefing is critical for knowledge acquisition and deeper learning in virtual simulation.
Purpose of the Study:
- To identify and map existing literature on virtual simulation debriefing methods.
- To explore the application of debriefing strategies in health professions education.
- To provide a comprehensive overview of current research in this area.
Main Methods:
- A scoping review following JBI methodology.
- Searches conducted across multiple databases (e.g., MEDLINE, CINAHL, ERIC).
- Inclusion of studies from 2016 onwards, focusing on undergraduate and graduate health education programs.
Main Results:
- The review will present data on the concept, context, study methods, and critical findings.
- Results will be presented in diagrammatic or tabular formats.
- This will provide a structured overview of the literature.
Conclusions:
- Virtual simulation debriefing is a crucial component of modern health professions education.
- Further research is needed to fully understand and optimize debriefing methods.
- This review will inform future educational practices and research.
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