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Debriefing practices in interprofessional simulation with students: A sociomaterial perspective
Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.
Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden .
Department of Medical and Health Sciences, Linköping University, Linköping, Sweden; Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.ORCID iD: 0000-0002-1110-0782
Department of Medical and Health Sciences, Linköping University, Linköping, Sweden.
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2016 (English)In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 16, article id 148Article in journal (Refereed) Published
Abstract [en]

Background: The debriefing phase is an important feature of simulation activities for learning. This study applies a sociomaterial perspective on debriefing in interprofessional simulation with medical and nursing students. Sociomaterial perspectives are increasingly being used in order to understand professional practice and learning in new ways, conceptualising professional practice as being embodied, relational and situated in sociomaterial relations. The aim of the study is to explore how debriefing is carried out as a practice supporting students’ interprofessional learning.

Methods: Eighteen debriefing sessions following interprofessional full-scale manikin-based simulation with nursing and medical students from two different universities were video-recorded and analysed collaboratively by a team of researchers, applying a structured scheme for constant comparative analysis.

Results: The findings show how debriefing is intertwined with, and shaped by social and material relationships. Two patterns of enacting debriefing emerged. Debriefing as algorithm was enacted as a protocol-based, closed inquiry approach. Debriefing as laissez-faire was enacted as a loosely structured collegial conversation with an open inquiry approach.

Conclusion: The findings indicate that neither an imposed structure of the debriefing, nor the lack of structure assured interprofessional collaboration to emerge as a salient topic for reflection, even though that was an explicit learning objective for the simulation. 

Place, publisher, year, edition, pages
BioMed Central, 2016. Vol. 16, article id 148
Keywords [en]
Simulation, Undergraduate health professions education, Multiprofessional, Professionalism, Medical education research methodology
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-69825DOI: 10.1186/s12909-016-0666-5ISI: 000375990000001PubMedID: 27189483Scopus ID: 2-s2.0-84971524534OAI: oai:DiVA.org:oru-69825DiVA, id: diva2:1258510
Funder
Swedish Research CouncilAvailable from: 2018-10-24 Created: 2018-10-24 Last updated: 2018-11-07Bibliographically approved

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Nyström, SofiaDahlberg, JohannaEdelbring, SamuelHult, HåkanAbrandt Dahlgren, Madeleine

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