Learning Beyond Simulation: The Impact of Debriefing Strategies on Health Students' Training

This article aims to identify the debriefing strategies used in realistic simulation (RS) in health education and their impact on students training.

This is an integrative literature review, developed based on six methodological steps. The research was carried out in the BVS, Scopus, PubMed, Web of Science, SciELO and LILACS databases, using DeCS/MeSH descriptors and Boolean operators. After screening, 10 articles met the inclusion criteria.

The results showed that the most used methods were the structured model, debriefing with reflective feedback and video-based debriefing. These strategies have demonstrated effectiveness in promoting active learning, strengthening clinical reasoning, developing technical and non-technical skills, and increasing self-confidence. Improvements were also observed in psychosocial aspects such as emotional safety and empathy.

The analysis revealed that debriefing acts as a fundamental pedagogical tool, promoting significant learning experiences that contribute to the student's development. It is concluded that this last stage of RS is essential and should be conducted in a structured manner, by trained facilitators, with methodologies adapted to the context and needs of students. Investment in teacher training and future studies to evaluate the effectiveness of strategies in the long term are recommended.