Promoting self-reflective practice in simulation-based education facilitators: A radiography case study

Simulation-based education (SBE) is an established learning activity for health care profession students to develop clinical skills within a safe learning environment. Debriefing plays a key role in student learning in SBE; however, faculty debriefing on their own practice in their role as simulation facilitators is also an important aspect of SBE. This educational perspective focuses on a faculty debriefing program aimed at educators teaching in an undergraduate radiography simulation program.

A faculty debriefing program was implemented during a radiography SBE program. The SBE faculty debriefing program brought together clinical and academic educators from different practices and settings, allowing them to learn from one another's experiences. The debriefing structure was guided by the 'Promoting Excellence and Reflective Learning in Simulation' (PEARLS) framework, to encourage self-reflection through discussion. Facilitators' perceptions of achievements and goals were also documented.

The faculty debriefing program enabled documenting of individual and team-level achievements and goals that would contribute towards increasing teaching quality and student experience in subsequent simulation days within the simulation program.

The integration of the debriefing program encouraged facilitators to adopt a proactive approach to self-reflection in simulation teaching. From our experience, the debriefing sessions promoted a positive culture and attitudes to teaching, self-reflection and working with others within the radiography simulation program.

There was an evident team vision to prioritise education quality and facilitator team bonding.