Background/context Best practice simulation based education involves team based scenarios with members playing their own professional roles in order to improve context and authenticity.1 Yet the Centre for the Advancement of Interprofessional Education (CAIPE) report in 2012 highlighted the fact that many educators feel under-prepared for their role in interprofessional as compared to uni-professional settings and the skill of the debriefer is known to be the strongest independent predictor of the overall quality of simulation encounters.2
Methodology We conducted a systematic review to examine the evidence base for interprofessional debriefing. A total of 217 papers published between January 2003 and December 2013 were identified using the search protocol. Following screening of abstracts, 31 full-text articles were assessed for eligibility and 23 studies were judged acceptable for inclusion in the systematic review.
Results A number of common concepts were included in the different approaches to debriefing, sometimes in differing combinations and with different mixes of professions. Common themes were the need to create a supportive learning environment, provide specific debrief training for faculty and focus on a few but critical performance issues during the debrief.
Various frameworks and measures of debriefing quality have been studied using interprofessional simulation but there is a lack of high quality research in this area.
Conclusions and recommendations Validated debriefing frameworks and quality metrics have been identified which warrant further research and application for interprofessional simulation.
McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation based medical education research: 2003-2009. Med Educ 2010;44(1):50–63
Fanning RM, Gaba DM. The role of debriefing in simulation based learning. Simulation in Healthcare 2007;2(2):115–25
- Category: Course or curriculum evaluation/innovation/integration
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