The importance of debriefing after high-fidelity simulation (HFS) is well accepted; however, no recommendations exist in physical therapy literature for how best to do this. The primary purpose of this study was to describe a format for debriefing and a secondary purpose was to report student responses to the educational benefit of that process.
Based on a review of the literature and the HFS case objectives, a semi-structured debriefing format using open-ended questions was developed. Students were surveyed regarding the educational benefit of the debriefing process and the effectiveness of the debriefer using open-ended and Likert-scale questions. These responses were analyzed.
After each of the 3 HFS experiences, an experienced faculty member facilitated the debriefing process by moving students through a reaction, analysis, and summary phase. Based on student feedback, the debriefing format used seemed to be effective in providing an opportunity for student reflection. A statistically significant positive correlation was found between the perceived educational benefit of debriefing and the effectiveness of the debriefer.
A semi-structured debriefing session after HFS, modeled on best practices in the literature, resulted in high student satisfaction. Future research should focus on standardization of the debriefing session and validating a debriefing tool.
1Physical Therapy Program, Chatham University, Pittsburgh, PA
2School of Health Sciences, Chatham University, Pittsburgh, PA
Correspondence: Melissa Bednarek, PT, DPT, PhD, CCS, Physical Therapy Program, Chatham University, Woodland Road, Pittsburgh, PA 15232 (email@example.com).
Funding ($106,850) to initiate simulation training in the Chatham University Doctor of Physical Therapy and Physician Assistant Studies Programs was received from a Highmark Foundation Grant.
The authors declare no conflicts of interest.
Chatham University Institutional Review Board approved expedited proposal #1316 for this study.