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Related Experiment Video

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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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A reflective learning conversation debriefing model for interprofessional simulation based education.

Emad Almomani1,2, John Tobin3, Sonia Fernandes3

  • 1Hamad Medical Corporation/ Hamad International Training Center (HITC), Doha, Qatar. Ealmomani101@gmail.com.

BMC Medical Education
|October 16, 2025
PubMed
Summary
This summary is machine-generated.

The Reflective Learning Conversation (RLC) model effectively enhances clinical reasoning, judgment, critical thinking, and self-efficacy in interprofessional healthcare providers during advanced life support training. This debriefing method proved valid in multicultural simulation-based education settings.

Keywords:
Advanced life support (ALS)DebriefingImmersive simulationInterprofessional educationMulticultural learning environmentReflective learning conversationSimulation based education

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Area of Science:

  • Healthcare Education
  • Medical Simulation
  • Professional Development

Background:

  • Debriefing in Interprofessional Education (IPE) using Reflective Learning Conversation (RLC) methods promotes reflection, decision articulation, and peer support in team-based contexts.
  • This study validates a co-designed RLC debriefing model for diverse interprofessional learning groups.
  • The validation focuses on improving clinical reasoning, judgment, critical thinking, and self-efficacy.

Purpose of the Study:

  • To validate a co-designed Reflective Learning Conversation (RLC) debriefing model.
  • To assess the model's effectiveness in enhancing cognitive and affective outcomes in interprofessional healthcare providers.
  • To evaluate the model in a multicultural educational environment with varying professional seniority and clinical experience.

Main Methods:

  • A quasi-experimental, pre-test/post-test mixed-methods design was employed.
  • The study included 130 interprofessional healthcare providers in European Resuscitation Council (ERC) Advanced Life Support (ALS) courses using Simulation-Based Education (SBE).
  • Data collection involved direct observations, validated questionnaires, and focus groups, with quantitative and qualitative data analyses.

Main Results:

  • The experimental group demonstrated significantly higher levels of clinical reasoning, judgment, and critical thinking skills compared to the control group.
  • The experimental group also reported significantly higher self-efficacy across relevant questionnaire subscales.
  • These improvements were observed consistently throughout the simulation activities.

Conclusions:

  • The Reflective Learning Conversation (RLC) model is a valid approach for enhancing key professional skills in interprofessional healthcare providers.
  • The model's effectiveness was demonstrated in multicultural, simulation-based advanced life support courses.
  • Further research is recommended to explore the impact of clinical experience and seniority on debriefing outcomes.