ArticleAdvances in simulation (London, England)2022
Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study.
Article in Advances in simulation (London, England), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
What it found
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The trial behind it
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- From operating room to leadership room: a systematic review of simulation-based interventions for leadership development in general surgery.BMC medical education · 2026Pooled it
- Exploring the Meta-debrief: Developing a Toolbox for Debriefing the Debrief.Simulation in healthcare : journal of the Society for Simulation in Healthcare · 2025Article
- Second Edition of the Scientists of Tomorrow/Cientistas do Amanhã Project: advancing scientific thinking, methodology, and equitable education.Einstein (Sao Paulo, Brazil) · 2025Article
- Speech recognition technology for assessing team debriefing communication and interaction patterns: An algorithmic toolkit for healthcare simulation educators.Advances in simulation (London, England) · 2024Article
- Strengthening critical thinking through debriefing - experiential learning theory: A case study.Journal of education and health promotion · 2024Article
- Comparing reflection levels between facilitator-led and student-led debriefing in simulation training for paramedic students.Advances in simulation (London, England) · 2023Article
- Measuring teamwork for training in healthcare using eye tracking and pose estimation.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDebriefing is effective and inexpensive to increase learning benefits of participants in simulation-based medical education. However, suitable communication patterns during debriefings remain to be defined. This study aimed to explore interaction patterns during debriefings and to link these to participants' satisfaction, perceived usefulness, and self-reported learning outcomes.
methodsWe assessed interaction patterns during debriefings of simulation sessions for residents, specialists, and nurses from the local anaesthesia department at the Bern University Hospital, Bern, Switzerland. Network analysis was applied to establish distinctive interaction pattern categories based on recorded interaction links. We used multilevel modelling to assess relationships between interaction patterns and self-reported learning outcomes.
resultsOut of 57 debriefings that involved 111 participants, discriminatory analyses revealed three distinctive interaction patterns: 'fan', 'triangle', and 'net'. Participants reported significantly higher self-reported learning effects in debriefings with a net pattern, compared to debriefings with a fan pattern. No effects were observed for participant satisfaction, learning effects after 1 month, and perceived usefulness of simulation sessions.
conclusionsA learner-centred interaction pattern (i.e. net) was significantly associated with improved short-term self-reported individual learning and team learning. This supports good-practice debriefing guidelines, which stated that participants should have a high activity in debriefings, guided by debriefers, who facilitate discussions to maximize the development for the learners.
Identifiers
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.