Learners' Perspectives on Interprofessional Simulation and Co-Debriefing: An Exploratory Mixed-Methods Study

Abstract

INTRODUCTION: Interprofessional simulation enhances both technical and nontechnical skills among healthcare professionals, improving their clinical practice. Co-debriefing, where two facilitators lead debriefing sessions, is a common approach in these trainings. This study aims to assess educational aspects of interprofessional simulation and co-debriefing in postgraduate medical and emergency nursing students. METHODS: A descriptive cross-sectional study with a mixed-methods approach was conducted among postgraduate students (n = 46). A mixed-methods design was used, combining quantitative questionnaire data with qualitative content analysis of open-ended responses, allowing integration of numerical trends with in-depth learner perspectives. A valid and reliable ad hoc questionnaire was designed, and qualitative content analysis was used to examine participants' free-text responses. RESULTS: Students' perceptions were evaluated across six dimensions: applicability, satisfaction, motivation, safe environment, organization, and co-debriefing. Significant differences were found between medical and nursing students in all dimensions except applicability and organization. Overall, students rated interdisciplinary sessions and co-debriefing positively, though nurses highlighted areas for improvement, such as icebreaker activities, more dynamic simulations, and equal representation of both professions. CONCLUSIONS: While interprofessional simulation and co-debriefing were well received, participants-especially nurses-identified areas for enhancement to ensure a more balanced and engaging learning experience. By integrating quantitative outcomes with qualitative insights, the study highlights when co-debriefing adds value in interprofessional simulation and when single-facilitator approaches may be sufficient.