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Transforming Professional Identity in Simulation Debriefing: A Systematic Metaethnographic Synthesis of the
1From the Faculty of Life Sciences and Medicine, King's College London, London, United Kingdom.
Summary
Simulation debriefing interactions foster learning through reflective work, connecting simulation experiences with clinical reality. This process enhances professional identity and competence.
Area of Science:
- Medical Education
- Qualitative Research Synthesis
Background:
- The precise mechanisms by which debriefing facilitates learning remain incompletely understood.
- A need exists to synthesize current knowledge on simulation debriefing and participant learning.
Purpose of the Study:
- To explore how interactions during simulation debriefing are linked to participant learning.
- To develop a theoretical framework explaining the learning process in simulation debriefing.
Main Methods:
- A metaethnographic qualitative synthesis was employed.
- Searched ten databases up to November 2020, including 17 selected articles.
- Synthesized 37 initial concepts into a new theoretical framework.
Main Results:
- A central concept of "reflective work" emerged, involving bidirectional recontextualization of simulation with clinical reality.
- This "reflective work" facilitates sensemaking within a learning environment.
- Key activities included storytelling, performance evaluation, perspective sharing, and video use.
Conclusions:
- Simulation debriefing promotes learning through "reflective work," enhancing sensemaking and professional identity transformation.
- Outcomes include conceptualization of future roles, improved clinical competence, and professional language development.
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