Debriefing helps learners to gain knowledge through guided reflection and discussion. Video-assisted debriefing (VAD) refers to adding video review during the debriefing process.
This review evaluated the effectiveness of VAD on learners' reactions, learning, and behavior compared with verbal debriefing (if possible) and identified its effective elements.
A structured search was conducted in PubMed, MEDLINE, CINAHL, ScienceDirect, Scopus, Web of Science, and PsycINFO. The quality of the included studies was evaluated using the Medical Education Research Study Quality Instrument.
Twenty-three studies published between 2002 and 2017 were selected. Results showed that VAD improved learners' experience, attitude, and performance, but it did not show its advantage over verbal debriefing on knowledge acquisition. Effective elements included using experienced debriefers, curriculum-embedded simulation, a structured debriefing, and the time between 10 and 90 minutes.
VAD improved learning outcomes and offered comparable benefits as verbal debriefing.
Author Affiliations: Nursing Faculty (Ms Zhang and Mr Goh) and Associate Professor (Dr Wang) Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; and PhD Student (Ms Zhang) and Associate Professor (Dr Mörelius), Department of Social and Welfare Studies Linköping University, Sweden.
The authors declare no conflicts of interest.
Correspondence: Ms Zhang, Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11, 10 Medical Dr, Singapore 117597 (email@example.com).
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Accepted for publication: May 1, 2018
Published ahead of print: July 13, 2018
Cite this article as: Zhang H, Mörelius E, Goh SHL, Wang W. Effectiveness of video-assisted debriefing in simulation-based health professions education: a systematic review of quantitative evidence. Nurse Educ. 2019;44(3):E1-E6. doi: 10.1097/NNE.0000000000000562