The Perceptions and Experiences of Undergraduate Healthcare Students with Debriefing Methods: A Systematized Review

Asma N. Arabi (Lead / Corresponding author), Catherine A. Kennedy

Research output: Contribution to journalReview articlepeer-review

4 Citations (Scopus)
114 Downloads (Pure)

Abstract

SUMMARY STATEMENT: We performed a systematized review examining the existing literature on undergraduate healthcare students' perceptions and experiences with debriefing methods in simulation-based education. Twenty empirical research articles published in English between 2008 and 2020 were identified during a systematic search of 4 electronic databases. Data derived from these articles underwent critical appraisal and thematic analysis.Students valued the opportunity in debriefing for reflection, raising self-awareness of skills and learning. They preferred structured debriefing for promoting analytic skills and transfer of learning, favored video-assisted debriefing for fast recall and improving communication skills, and benefited most from instructor-led rather than peer-led debriefing. However, students appreciated group debriefing for aiding the construction of new understandings. There was no consensus on the preferred timing of debriefing, and students highlighted their concern about the disclosure of errors across different debriefing methods. Recommendations for educators to improve debriefing experiences and for future research are considered.

Original languageEnglish
Pages (from-to)191-202
Number of pages12
JournalSimulation in Healthcare
Volume18
Issue number3
Early online date21 Jun 2022
DOIs
Publication statusPublished - Jun 2023

Keywords

  • Debriefing
  • simulation-based education
  • method
  • undergraduate
  • healthcare
  • students

ASJC Scopus subject areas

  • Education
  • Epidemiology
  • Medicine (miscellaneous)
  • Modelling and Simulation

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