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Peer-led versus instructor-led structured debriefing in high-fidelity simulation: a mixed-methods study on teaching

Xiaofeng He^1,2, Xinwen Rong¹, Lei Shi³

¹School of nursing, Southern Medical University, No. 1023 Shatai South Road, Guangzhou, Guangdong, 510515, China.

BMC Medical Education

|November 11, 2024

Summary

Peer-led debriefing in nursing simulations enhanced student performance compared to instructor-led debriefing. Both methods improved knowledge, suggesting peer-led debriefing is a valuable supplementary teaching strategy.

Keywords:

Debriefing Peer teaching Simulation Teaching and learning

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Area of Science:

Nursing Education
Simulation-Based Learning
Medical Education

Background:

Debriefing is crucial for simulation teaching effectiveness.
Peer-led debriefing offers potential benefits due to student similarity.
This study compares peer-led vs. instructor-led debriefing in high-fidelity simulations.

Purpose of the Study:

To compare the teaching effectiveness of peer-led versus instructor-led debriefing.
To evaluate knowledge acquisition, simulation performance, and student satisfaction.
To assess self-confidence and the debriefing experience in nursing students.

Main Methods:

Mixed-method approach with quasi-experimental and qualitative components.
88 third-year nursing students randomly assigned to peer-led or instructor-led groups.
Comparison of knowledge, simulation performance, satisfaction, confidence, and debriefing experience; interviews conducted.

Main Results:

Students in the peer-led group showed higher simulation performance scores.
Both groups achieved significant knowledge gains.
No significant differences were found in knowledge, simulated performance, satisfaction, or confidence between groups; peer facilitators were approved.

Conclusions:

Peer-led debriefing can lead to better simulation performance in nursing students.
Both peer-led and instructor-led debriefing effectively improve knowledge acquisition.
Trained peer-led debriefing is a viable supplementary strategy to enhance simulation teaching.