Peer debriefing in simulation-based medical education_Chinese Journal of Clinical Thoracic and Cardiovascular Surgery

Authors：

ZHU Zhucai , JIANG Xiaojuan ,  LI Qi ,  CHEN Chan

Anesthesia and Operation Center, West China Hospital, Sichuan University, Chengdu, 610041, P. R. China;

Corresponding author：

LI Qi, Email: liqimd@qq.com; CHEN Chan, Email: chenchan@scu.edu.cn

Keywords：

Simulation-based medical education; peer debriefing; review

DOI：

10.7507/1007-4848.202307012

Video：

Export PDF Favorites Scan Get Citation

Abstract Full text Figures/Tables Video References Cited by

Debriefing has been identified as the most critical and important component in simulation-based education. Usually, debriefing following medical simulation is facilitated by a clinician (the debriefer). However, the shortage of clinical teachers due to the huge clinical workload has been the main obstacle for simulation-based medical education. Peer debriefing has been proved to be an effective alternative strategy to instructor-based debriefing, which might not be inferior to instructor-based debriefing. This review summarizes the application of peer debriefing in simulation-based medical education, and provides useful information for future practice in healthcare simulation.

Citation： ZHU Zhucai, JIANG Xiaojuan, LI Qi, CHEN Chan. Peer debriefing in simulation-based medical education. Chinese Journal of Clinical Thoracic and Cardiovascular Surgery, 2023, 30(12): 1692-1696. doi: 10.7507/1007-4848.202307012 Copy

1.	Britannica TEOESEB. (2016-04-10) [2022-11-09]. https://www.britannica.com/science/simulation.
2.	Garden AL, Le Fevre DM, Waddington HL, et al. Debriefing after simulation-based non-technical skill training in healthcare: A systematic review of effective practice. Anaesth Intensive Care, 2015, 43(3): 300-308.
3.	Sawyer T, Eppich W, Brett-Fleegler M, et al. More than one way to debrief: A critical review of healthcare simulation debriefing methods. Simul Healthc, 2016, 11(3): 209-217.
4.	Gordon RM. Debriefing virtual simulation using an online conferencing platform: Lessons learned. Clin Sim Nurse, 2017, 13(12): 668-674.
5.	王晓雪, 周阳子, 王玉婷, 等. “复盘”式教学在妇产科住院医师技能培训中的应用研究. 中国医学教育技术, 2022, 36(1): 102-106.
6.	龙晓焕, 王西富, 关天悦, 等. 医学模拟教育中复盘教学方法的发展和应用综述. 中华医学教育杂志, 2022, 42(3): 241-245.
7.	Schertzer K, Rider A. Evaluation of Faculty Debriefing Post Simulation Events. In: StatPearls. Treasure Island (FL): StatPearls Publishing. (2022-09-26) [2023-01-28]. https://www.ncbi.nlm.nih.gov/books/NBK551585/.
8.	Oikawa S, Berg B, Turban J, et al. Self-debriefing vs. instructor debriefing in a pre-internship simulation curriculum: Night on call. Hawaii J Med Public Health, 2016, 75(5): 127-132.
9.	Ha EH. Effects of peer-led debriefing using simulation with case-based learning: Written vs. observed debriefing. Nurse Educ Today, 2020, 84: 104249.
10.	Chipman ML, Schreiber CM, Fey JM, et al. Engagement across professions: A mixed methods study of debriefing after interprofessional team training. Simul Healthc, 2023. [Epub ahead of print.
11.	Ohta K, Kurosawa H, Shiima Y, et al. The effectiveness of remote facilitation in simulation-based pediatric resuscitation training for medical students. Pediatr Emerg Care, 2017, 33(8): 564-569.
12.	Isaranuwatchai W, Alam F, Hoch J, et al. A cost-effectiveness analysis of self-debriefing versus instructor debriefing for simulated crises in perioperative medicine in Canada. J Educ Eval Health Prof, 2017, 13: 44.
13.	Fatima SH, Liaquat A, Mansoor S, et al. Clinical biochemistry teaching: Use of peer debriefing by Pendleton's rule as an instructional tool. J Pak Med Assoc, 2020, 70(3): 410-416.
14.	Solanki P, Angel D, Foster A. Peer group high-fidelity simulation debriefing for final year medical students. BMJ Simul Technol Enhanc Learn, 2019, 5(4): 225-226.
15.	Rueda-Medina B, Schmidt-Ríovalle J, González-Jiménez E, et al. Peer debriefing versus instructor-led debriefing for nursing simulation. J Nurs Educ, 2021, 60(2): 90-95.
16.	Boet S, Bould MD, Sharma B, et al. Within-team debriefing versus instructor-led debriefing for simulation-based education: A randomized controlled trial. Ann Surg, 2013, 258(1): 53-58.
17.	INACSL Standard Committee. INACSL Standards of Best Practice: Simulation^SM Debriefing . Clin Simul Nurs, 2016, 12: S21-S5.
18.	Kim SS, De Gagne JC. Instructor-led vs. peer-led debriefing in preoperative care simulation using standardized patients. Nurse Educ Today, 2018, 71: 34-39.
19.	Abulebda K, Auerbach M, Limaiem F. Debriefing techniques utilized in medical simulation. [Updated 2022 Sep 26]. In: StatPearls. Treasure Island (FL): StatPearls Publishing. URL: https://www.ncbi.nlm.nih.gov/books/NBK546660/. Accessed on 2023-01-28.
20.	Rees EL, Quinn PJ, Davies B, et al. How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Med Teach, 2016, 38(8): 829-837.
21.	Friel O, Kell D, Higgins M. The evidence base for peer assisted learning in undergraduate medical education: A scoping study [version 1]. MedEdPublish, 2018, 7: 44.
22.	Arisoy H. Striking the balance in peer-to-peer teaching. Clin Teach, 2021, 18(6): 685-686.
23.	Yoong SQ, Wang W, Chao FFT, et al. Using peer feedback to enhance nursing students' reflective abilities, clinical competencies, and sense of empowerment: A mixed-methods study. Nurse Educ Pract, 2023, 69: 103623.
24.	De La Cruz MS, Kopec MT, Wimsatt LA. Resident perceptions of giving and receiving peer-to-peer feedback. J Grad Med Educ, 2015, 7(2): 208-213.
25.	Wong BSH, Shorey S. Nursing students' experiences and perception of peer feedback: A qualitative systematic review. Nurse Educ Today, 2022, 116: 105469.
26.	Morse KJ. Structured model of debriefing on perspective transformation for NP students . Clin Simul Nurse, 2015, 11(3): 172-179.
27.	Van Blankenstein FM, O'sullivan JF, Saab N, et al. The effect of peer modelling and discussing modelled feedback principles on medical students' feedback skills: A quasi-experimental study. BMC Med Educ, 2021, 21(1): 332.
28.	Prasitanarapun R, Kitreerawutiwong N. The development of an instrument to measure interprofessional collaboration competency for primary care teams in the district health system of health region 2, Thailand. BMC Prim Care, 2023, 24(1): 55.
29.	Fanning RM, Gaba DM. The role of debriefing in simulation-based learning. Simul Healthc, 2007, 2(2): 115-125.
30.	Kang K, Yu M. Comparison of student self-debriefing versus instructor debriefing in nursing simulation: A quasi-experimental study. Nurs Educ Today, 2018, 65: 67-73.
31.	Lee GS, Dizon SE, Feeney CD, et al. Caring for each other: A resident-led peer debriefing skills workshop. J Grad Med Educ, 2023, 15(2): 248-251.
32.	Zhang H, Liao AWX, Goh SHL, et al. Effectiveness and quality of peer video feedback in health professions education: A systematic review. Nurse Educ Today, 2022, 109: 105203.
33.	Zhang H, Mörelius E, Goh SHL, et al. Effectiveness of video-assisted debriefing in simulation-based health professions education: A systematic review of quantitative evidence. Nurse Educ, 2019, 44(3): E1-E6.
34.	Li Q, Lin J, Fang LQ, et al. Learning impacts of pretraining video-assisted debriefing with simulated errors or trainees' errors in medical students in basic life support training: A randomized controlled trial. Simul Healthc, 2019, 14(6): 372-377.
35.	Schertzer K, Waseem M. Use of Video During Debriefing in Medical Simulation. In: StatPearls. Treasure Island (FL): StatPearls Publishing. (2023-05-01) [2023-05-16]. https://www.ncbi.nlm.nih.gov/books/NBK554619/.
36.	Kim YJ, Yoo JH. The utilization of debriefing for simulation in healthcare: A literature review. Nurse Educ Pract, 2020, 43: 102698.
37.	Rueda-Medina B, Gómez-Urquiza JL, Molina-Rivas E, et al. A combination of self-debriefing and instructor-led debriefing improves team effectiveness in health science students. Nurse Educ, 2021, 46(1): E7-E11.
38.	Jensen JL, Kummer TA, d M Godoy PD. Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sci Educ, 2015, 14(1): ar5.
39.	Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ, 2017, 51(6): 585-597.

1. Britannica TEOESEB. (2016-04-10) [2022-11-09]. https://www.britannica.com/science/simulation.
2. Garden AL, Le Fevre DM, Waddington HL, et al. Debriefing after simulation-based non-technical skill training in healthcare: A systematic review of effective practice. Anaesth Intensive Care, 2015, 43(3): 300-308.
3. Sawyer T, Eppich W, Brett-Fleegler M, et al. More than one way to debrief: A critical review of healthcare simulation debriefing methods. Simul Healthc, 2016, 11(3): 209-217.
4. Gordon RM. Debriefing virtual simulation using an online conferencing platform: Lessons learned. Clin Sim Nurse, 2017, 13(12): 668-674.
5. 王晓雪, 周阳子, 王玉婷, 等. “复盘”式教学在妇产科住院医师技能培训中的应用研究. 中国医学教育技术, 2022, 36(1): 102-106.
6. 龙晓焕, 王西富, 关天悦, 等. 医学模拟教育中复盘教学方法的发展和应用综述. 中华医学教育杂志, 2022, 42(3): 241-245.
7. Schertzer K, Rider A. Evaluation of Faculty Debriefing Post Simulation Events. In: StatPearls. Treasure Island (FL): StatPearls Publishing. (2022-09-26) [2023-01-28]. https://www.ncbi.nlm.nih.gov/books/NBK551585/.
8. Oikawa S, Berg B, Turban J, et al. Self-debriefing vs. instructor debriefing in a pre-internship simulation curriculum: Night on call. Hawaii J Med Public Health, 2016, 75(5): 127-132.
9. Ha EH. Effects of peer-led debriefing using simulation with case-based learning: Written vs. observed debriefing. Nurse Educ Today, 2020, 84: 104249.
10. Chipman ML, Schreiber CM, Fey JM, et al. Engagement across professions: A mixed methods study of debriefing after interprofessional team training. Simul Healthc, 2023. [Epub ahead of print.
11. Ohta K, Kurosawa H, Shiima Y, et al. The effectiveness of remote facilitation in simulation-based pediatric resuscitation training for medical students. Pediatr Emerg Care, 2017, 33(8): 564-569.
12. Isaranuwatchai W, Alam F, Hoch J, et al. A cost-effectiveness analysis of self-debriefing versus instructor debriefing for simulated crises in perioperative medicine in Canada. J Educ Eval Health Prof, 2017, 13: 44.
13. Fatima SH, Liaquat A, Mansoor S, et al. Clinical biochemistry teaching: Use of peer debriefing by Pendleton's rule as an instructional tool. J Pak Med Assoc, 2020, 70(3): 410-416.
14. Solanki P, Angel D, Foster A. Peer group high-fidelity simulation debriefing for final year medical students. BMJ Simul Technol Enhanc Learn, 2019, 5(4): 225-226.
15. Rueda-Medina B, Schmidt-Ríovalle J, González-Jiménez E, et al. Peer debriefing versus instructor-led debriefing for nursing simulation. J Nurs Educ, 2021, 60(2): 90-95.
16. Boet S, Bould MD, Sharma B, et al. Within-team debriefing versus instructor-led debriefing for simulation-based education: A randomized controlled trial. Ann Surg, 2013, 258(1): 53-58.
17. INACSL Standard Committee. INACSL Standards of Best Practice: Simulation^SM Debriefing . Clin Simul Nurs, 2016, 12: S21-S5.
18. Kim SS, De Gagne JC. Instructor-led vs. peer-led debriefing in preoperative care simulation using standardized patients. Nurse Educ Today, 2018, 71: 34-39.
19. Abulebda K, Auerbach M, Limaiem F. Debriefing techniques utilized in medical simulation. [Updated 2022 Sep 26]. In: StatPearls. Treasure Island (FL): StatPearls Publishing. URL: https://www.ncbi.nlm.nih.gov/books/NBK546660/. Accessed on 2023-01-28.
20. Rees EL, Quinn PJ, Davies B, et al. How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Med Teach, 2016, 38(8): 829-837.
21. Friel O, Kell D, Higgins M. The evidence base for peer assisted learning in undergraduate medical education: A scoping study [version 1]. MedEdPublish, 2018, 7: 44.
22. Arisoy H. Striking the balance in peer-to-peer teaching. Clin Teach, 2021, 18(6): 685-686.
23. Yoong SQ, Wang W, Chao FFT, et al. Using peer feedback to enhance nursing students' reflective abilities, clinical competencies, and sense of empowerment: A mixed-methods study. Nurse Educ Pract, 2023, 69: 103623.
24. De La Cruz MS, Kopec MT, Wimsatt LA. Resident perceptions of giving and receiving peer-to-peer feedback. J Grad Med Educ, 2015, 7(2): 208-213.
25. Wong BSH, Shorey S. Nursing students' experiences and perception of peer feedback: A qualitative systematic review. Nurse Educ Today, 2022, 116: 105469.
26. Morse KJ. Structured model of debriefing on perspective transformation for NP students . Clin Simul Nurse, 2015, 11(3): 172-179.
27. Van Blankenstein FM, O'sullivan JF, Saab N, et al. The effect of peer modelling and discussing modelled feedback principles on medical students' feedback skills: A quasi-experimental study. BMC Med Educ, 2021, 21(1): 332.
28. Prasitanarapun R, Kitreerawutiwong N. The development of an instrument to measure interprofessional collaboration competency for primary care teams in the district health system of health region 2, Thailand. BMC Prim Care, 2023, 24(1): 55.
29. Fanning RM, Gaba DM. The role of debriefing in simulation-based learning. Simul Healthc, 2007, 2(2): 115-125.
30. Kang K, Yu M. Comparison of student self-debriefing versus instructor debriefing in nursing simulation: A quasi-experimental study. Nurs Educ Today, 2018, 65: 67-73.
31. Lee GS, Dizon SE, Feeney CD, et al. Caring for each other: A resident-led peer debriefing skills workshop. J Grad Med Educ, 2023, 15(2): 248-251.
32. Zhang H, Liao AWX, Goh SHL, et al. Effectiveness and quality of peer video feedback in health professions education: A systematic review. Nurse Educ Today, 2022, 109: 105203.
33. Zhang H, Mörelius E, Goh SHL, et al. Effectiveness of video-assisted debriefing in simulation-based health professions education: A systematic review of quantitative evidence. Nurse Educ, 2019, 44(3): E1-E6.
34. Li Q, Lin J, Fang LQ, et al. Learning impacts of pretraining video-assisted debriefing with simulated errors or trainees' errors in medical students in basic life support training: A randomized controlled trial. Simul Healthc, 2019, 14(6): 372-377.
35. Schertzer K, Waseem M. Use of Video During Debriefing in Medical Simulation. In: StatPearls. Treasure Island (FL): StatPearls Publishing. (2023-05-01) [2023-05-16]. https://www.ncbi.nlm.nih.gov/books/NBK554619/.
36. Kim YJ, Yoo JH. The utilization of debriefing for simulation in healthcare: A literature review. Nurse Educ Pract, 2020, 43: 102698.
37. Rueda-Medina B, Gómez-Urquiza JL, Molina-Rivas E, et al. A combination of self-debriefing and instructor-led debriefing improves team effectiveness in health science students. Nurse Educ, 2021, 46(1): E7-E11.
38. Jensen JL, Kummer TA, d M Godoy PD. Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sci Educ, 2015, 14(1): ar5.
39. Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ, 2017, 51(6): 585-597.

Chinese Journal of Clinical Thoracic and Cardiovascular Surgery

Peer debriefing in simulation-based medical education

Abstract Full text Figures/Tables Video References Cited by

Previous Article

Next Article

Format

Content