A Combination of Self-debriefing and Instructor-led Debriefing Improves Team Effectiveness in Health Science Students

Background Debriefing is considered a critical component of simulation-based learning, but the differences between different debriefing methods remain unclear. Purpose The purpose of the study was to investigate the effectiveness of the debriefing assessment, problem-solving process, and team effectiveness among students who received instructor-led debriefing, self-debriefing, and combined debriefing. Methods An experimental design was conducted with 250 students (nursing, physiotherapy, and occupational therapy). Differences in the Debriefing Experience Scale (DES), Problem Solving Inventory (PSI), and Communication and Teamwork Skills (CATS) assessment between the groups were measured. Results In nursing students, the combined debriefing group had the highest scores for the CATS assessment (P < .001) and for the coordination (P < .001), cooperation (P = .012), and communication (P = .002) categories. No significant differences were observed between debriefing groups for DES or PSI. Conclusions Combined debriefing improves communication and team skills in students. Educators might promote combined debriefing after simulation sessions as it seems to improve team effectiveness.

Automated summary

The study found that combined debriefing can effectively improve students' communication and team skills, with the most significant effects observed in nursing students. Therefore, educators may promote combined debriefing after simulation sessions to enhance team effectiveness.