Peer-led versus instructor-led debriefing in simulation-based interprofessional education (Sim-IPE) at a simulation...

Area of Science:

• Medical Education
• Healthcare Simulation
• Interprofessional Education

Background:

• Simulation-based interprofessional education (Sim-IPE) provides realistic training for health professions students.
• Debriefing is crucial for learning and performance improvement in Sim-IPE.
• Instructor-led (IL) debriefing is effective but resource-intensive, prompting investigation into alternatives like peer-led (PL) debriefing.

Purpose of the Study:

• To compare the perceived quality and impact of peer-led (PL) versus instructor-led (IL) debriefing in Sim-IPE.
• To evaluate the effect of PL debriefing on interprofessional competencies and professional identity.

Main Methods:

• A prospectively registered, single-centre, parallel-group, non-inferiority randomised controlled trial.
• 120 students will be randomized to either IL debriefing (control) or PL debriefing (intervention) after a simulation experience.
• Outcome measures include the Debriefing Assessment for Simulation in Healthcare Scale, Satisfaction with Simulation Experience tool, Modified McMaster Ottawa Scale for Teams, and Extended Professional Identity Scale.

Main Results:

• Participant recruitment had not commenced at the time of manuscript submission.
• The study protocol is registered (ISRCTN52780669) and approved by the Institutional Review Board of Qatar University.
• Data collection and analysis are pending participant enrollment.

Conclusions:

• This study will provide crucial data on the efficacy of peer-led debriefing as a viable alternative to instructor-led debriefing in Sim-IPE.
• Findings will inform best practices for debriefing strategies to enhance interprofessional collaboration and professional identity.
• The results are intended for publication in peer-reviewed journals and presentation at conferences.