The utilization of debriefing for simulation in healthcare: A literature review

The aim of this review was to examine how debriefings have been conducted in healthcare simulations. Using keywords, our search yielded 962 studies through databases. After removing duplicates, we found 20 studies that met inclusion and exclusion criteria. Through ancestry searches, we found two more studies. A total of 22 studies were reviewed. From each study, detailed information about debriefing was extracted based on six criteria, namely, timing, facilitator, place of occurrence, method, length, and structure. Various types of debriefings were available according to learning objectives, learners’ abilities, availability of resources, and context of simulations. We found that peer-led debriefing might be more appropriate for experienced healthcare professionals than unlicensed students due to a gap in knowledge and problem-solving skills between them. In addition, we found that tele-debriefing was feasible in some studies. Although types of individual debriefing varied across the studies, a substantial number of debriefings closely aligned to the standards for high-quality debriefing. •There is no absolute way to do the best debriefing.•Self-led and peer-led debriefings can be effective when learners have enough ability to reflect and criticize by themselves.•Learners can have rich and informative simulation learning when various methods were used for debriefing.•Structured debriefing allows learners to reflect on their performance in a psychologically safe environment.