Learners' Perspectives on Interprofessional Simulation and Co-Debriefing: An Exploratory Mixed-Methods Study.

Area of Science:

• Healthcare education research
• Medical simulation
• Interprofessional learning

Background:

• Interprofessional simulation training enhances healthcare professionals' skills.
• Co-debriefing, led by two facilitators, is a common training method.
• Assessing educational aspects of simulation and co-debriefing is crucial for optimizing training.

Purpose of the Study:

• To evaluate postgraduate medical and emergency nursing students' perceptions of interprofessional simulation and co-debriefing.
• To identify differences in student experiences between medical and nursing cohorts.
• To gather insights for improving interprofessional simulation and co-debriefing strategies.

Main Methods:

• A descriptive, cross-sectional study utilizing a mixed-methods approach.
• Quantitative data collected via a validated ad hoc questionnaire (n=46).
• Qualitative data obtained through content analysis of open-ended responses.

Main Results:

• Students generally rated interprofessional sessions and co-debriefing positively across dimensions like satisfaction and motivation.
• Significant differences in perceptions were noted between medical and nursing students, excluding applicability and organization.
• Nursing students recommended enhancements including icebreakers, dynamic simulations, and equitable professional representation.

Conclusions:

• Interprofessional simulation and co-debriefing are generally well-received but require refinement based on student feedback.
• Specific suggestions from nursing students indicate a need for more balanced and engaging learning experiences.
• Understanding learner perspectives is key to determining the optimal value of co-debriefing in simulation.