Fostering professional identity through interprofessional debriefing: a scoping review

Area of Science:

• Healthcare Education
• Interprofessional Collaboration
• Simulation-based Learning

Background:

• Simulation-enhanced interprofessional education (IPE-sim) is increasingly utilized in health professional training.
• IPE-sim enhances students' interprofessional collaboration skills through reflective debriefing.
• Current understanding of interprofessional debriefing processes following IPE-sims requires further clarification.

Purpose of the Study:

• To conduct a scoping review of empirical research on interprofessional debriefing within simulation-enhanced interprofessional education in healthcare.
• To identify and synthesize key themes related to interprofessional debriefing practices and outcomes.

Main Methods:

• Guided by the Joanna Briggs Institute's scoping review methodology.
• Systematic literature search across Ovid MEDLINE, CINAHL, Embase, and Google Scholar (April-May 2024).
• Inclusion of 17 empirical research articles focusing on interprofessional debriefing in IPE-sim.

Main Results:

• Theme 1: Healthcare students learn through interprofessional reflection during debriefing sessions.
• Theme 2: Structured approaches are vital for effective interprofessional debriefing.
• Theme 3: Facilitators play a critical role in fostering a supportive learning environment for interprofessional debriefing.

Conclusions:

• Interprofessional debriefing is essential for developing professional identities and understanding dual roles in healthcare teamwork.
• Facilitator support is paramount in optimizing the learning environment for interprofessional debriefing.
• Future research should focus on designing interprofessional debriefing aligned with competency frameworks to enhance collaborative practice.