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Comparison of different debriefing methods in virtual simulation: A systematic review
Pelin Karaçay1, Elif Aylin Basüt2, Özgen Yaşar2
1Koç University School of Nursing, Istanbul, Türkiye; Koç University Semahat Arsel Nursing Education, Practice, and Research Center.
Background:
Although structured debriefing is known to be effective, more studies are required to explore the most effective methods for enhancing student learning outcomes in virtual simulations (VSs).
Aim:
This study investigated the effects of different debriefing methods used in VSs on students' learning outcomes, including satisfaction, self-confidence, self-efficacy, knowledge level, skills, attitude, and other learning outcomes.
Design:
This study was performed in accordance with the PRISMA guidelines and included studies published between 2015 and 2025.
Methods:
A comprehensive search was carried out in Scopus, PubMed, Web of Science, Cochrane, MEDLINE, and CINAHL. The five quantitative studies that met the selection criteria included two randomized controlled trials, two quasi-experimental studies, and one quantitative part of the mixed-methods study. Methodological quality of the studies was evaluated using the RoB 2 tool for randomized controlled trials and the ROBINS-I tool for non-randomized controlled studies.
Results:
The included studies used screen-based or virtual patient/game simulations. In-person collaborative reflection-based debriefing and debriefing in small and large groups, synchronous virtual debriefing, and Debriefing for Meaningful Learning (DML) could improve students' debriefing experience scores (DES) compared with self-debriefing. When comparing facilitator-led asynchronous self-debriefing with asynchronous debriefing alone, no difference in DES scores was found. Collaborative reflection-based debriefing, and debriefing with both in small and large groups, were reported to increase theoretical knowledge levels, and the DML and Diamond Debriefing frameworks may demonstrate greater simulation effectiveness than self-debriefing. In addition, the collaborative reflection-based debriefing was reported to be more effective than self-debriefing for reflective thinking and problem-solving skills. Furthermore, results varied regarding the effects of debriefing on students' self-confidence and learning satisfaction.
Conclusion:
This systematic review provides preliminary evidence regarding the effects of various debriefing methods following screen-based VSs on students' learning outcomes. However, further studies are needed to explore which debriefing method is effective for which learning outcomes.
