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Interprofessional Co-Debriefing in Simulation-Role Modeling Collaboration: A Qualitative Study.

Laura R Joyce1, Maggie Meeks, Susan G Somerville

  • 1From the Department of Surgery and Critical Care (L.R.J.), University of Otago Christchurch, New Zealand; Emergency Department (L.R.J.), Health New Zealand | Te Whatu Ora Waitaha Canterbury, Christchurch, New Zealand; Office of the Chief Medical Officer and Medical Education Training Unit (M.M.), Health New Zealand | Te Whatu Ora Waitaha Canterbury, Christchurch, New Zealand; and Centre for Medical Education & Dundee Institute for Healthcare Simulation (S.G.S.), School of Medicine, University of Dundee, Scotland, United Kingdom.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|June 9, 2025
PubMed
Summary
This summary is machine-generated.

Interprofessional co-debriefing in simulation-based learning offers benefits but requires faculty development and support. Addressing logistical challenges is crucial for sustainable, collaborative practice in healthcare education.

Keywords:
Simulationdebriefinginterprofessional

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Area of Science:

  • Healthcare Education
  • Simulation-Based Learning
  • Interprofessional Collaboration

Background:

  • Effective debriefing is crucial for simulation-based learning, enhancing critical reflection and real-world application.
  • Co-debriefing, involving multiple facilitators, presents unique benefits and challenges.
  • Interprofessional co-debriefing has not been extensively studied in existing literature.

Purpose of the Study:

  • To explore the benefits and challenges of interprofessional co-debriefing.
  • To understand the simulation faculty perspective on this debriefing model.

Main Methods:

  • Qualitative research approach.
  • Semistructured interviews with simulation faculty.
  • Reflexive thematic analysis of transcribed interview data.

Main Results:

  • Three key themes emerged: developing debriefers' skills, fostering teaming and collaboration, and addressing logistics and sustainability.
  • Faculty need opportunities to enhance interprofessional co-debriefing skills.
  • Institutional support and championing are vital for overcoming logistical barriers.

Conclusions:

  • Interprofessional co-debriefing yields benefits but faces challenges.
  • Support for faculty development, peer mentoring, and addressing logistics are essential.
  • Further evolution of this practice requires dedicated resources and attention to sustainability.