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Learning Beyond Simulation: The Impact of Debriefing Strategies on Health Students' Training
Sandra Maria Santos Figueiredo1, Robson José Souza Domingues1, Clemente Neves Sousa2
1Program in Health Education in the Amazon (PPGESA) at the State University of Pará (UEPA). Belém, Pará, Brazil.
Evaluation & the Health Professions
|July 9, 2026
Summary
Effective debriefing strategies in realistic simulation (RS) enhance health professions education. Structured, reflective, and video-based debriefing significantly improves learning, clinical reasoning, skills, and confidence.
Area of Science:
- Health Professions Education
- Simulation-Based Learning
Background:
- Realistic simulation (RS) is a key pedagogical tool in health education.
- Debriefing is a critical component of RS, influencing student training outcomes.
Purpose of the Study:
- To identify debriefing strategies used in RS within health education.
- To evaluate the impact of these strategies on student training.
Main Methods:
- Integrative literature review across six major databases (BVS, Scopus, PubMed, Web of Science, SciELO, LILACS).
- Inclusion criteria applied to 10 selected articles after rigorous screening.
- DeCS/MeSH descriptors and Boolean operators used for comprehensive search.
Main Results:
- Structured model, debriefing with reflective feedback, and video-based debriefing are the most utilized strategies.
- These strategies effectively promote active learning, clinical reasoning, technical/non-technical skills, and self-confidence.
- Positive impacts on psychosocial aspects, including emotional safety and empathy, were observed.
Conclusions:
- Debriefing is a fundamental pedagogical tool in RS, crucial for student development.
- Structured debriefing by trained facilitators, with context-adapted methodologies, is essential.
- Recommendations include investment in faculty training and long-term effectiveness studies.
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