Debriefing for technology-enhanced simulation: a systematic review and meta-analysis
Abstract
Objectives: Debriefing is a common feature of technology‐enhanced simulation ( TES ) education. However, evidence for its effectiveness remains unclear. We sought to characterise how debriefing is reported in the TES literature, identify debriefing features that are associated with improved outcomes, and evaluate the effectiveness of debriefing when combined with TES . Methods: We systematically searched databases, including MEDLINE , EMBASE and Scopus, and reviewed previous bibliographies for original comparative studies investigating the use of TES with debriefing in training health care providers. Reviewers, in duplicate, evaluated study quality and abstracted information on instructional design, debriefing and outcomes. Effect sizes ( ES ) were pooled using random‐effects meta‐analysis. Results: From 10 903 potentially eligible studies, we identified 177 studies (11 511 learners) that employed debriefing as part of TES . Key characteristics of debriefing (e.g. duration, educator presence and characteristics, content, structure/method, timing, use of video) were usually incompletely reported. A meta‐analysis of four studies demonstrated that video‐assisted debriefing has negligible and non‐significant effects for time skills ( ES = 0.10) compared with non‐video‐assisted debriefing. Meta‐analysis demonstrated non‐significant effects in favour of expert modelling with short debriefing in comparison with long debriefing (ES range = 0.21–0.74). Among studies comparing terminal with concurrent debriefing, results were variable depending on outcome measures and the context of training (e.g. medical resuscitation versus technical skills). Eight additional studies revealed insight into the roles of other debriefing‐related factors (e.g. multimedia debriefing, learner‐led debriefing, debriefing duration, content of debriefing). Among studies that compared simulation plus debriefing with no intervention, pooled ES s were favourable for all outcomes (ES range = 0.28–2.16). Conclusions: Limited evidence suggests that video‐assisted debriefing yields outcomes similar to those of non‐video‐assisted debriefing. Other debriefing design features show mixed or non‐significant results. As debriefing characteristics are usually incompletely reported, future debriefing research should describe all the key debriefing characteristics along with their associated descriptors.
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Cheng et al demonstrated that structured debriefing is an influential instructional component, facilitating reflection, performance analysis, and knowledge transfer to clinical contexts.
“Cheng et al [53] demonstrated that structured debriefing is an influential instructional component, facilitating reflection, performance analysis, and knowledge transfer to clinical contexts.”
From Enhancing Psychiatry Training Using an Agentic AI Simulated Consultation Tool: Prospective Cohort Study (2026) · cites this paper as [53]
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Real-Time Debriefing After Critical Events
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“Debriefing is a reflective conversation about performance and may include processed select performance data (ie, feedback).(30,31) Finally, performance refers to both taskwork and teamwork.”
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“9,13 16-18 Although these traditional debriefings are invaluable, practical challenges often get in the way of good intentions in actual practice.”
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“For clinical research trials, a number of reporting guidelines have been developed to support the completeness of reporting [24].”
BackgroundTop 10 (+1) tips to get started with in situ simulation in emergency and critical care departments
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“Although the generally agreedupon stance confirms the importance of debriefing, there is no overall consensus as to what constitutes best practice (Adamson, 2015; Cheng et al., 2014; Dufrene and Young, 2014; Waznonis, 2015).”
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“Some students are reluctant to use the equipment (Ha, 2014), and evidence suggests that debriefing is effective without the use of video playback (Cheng et al., 2014; LevettJones & Lapkin, 2014; Reed, Andrews, & Ravert, 2013).”
BackgroundPrelicensure Simulation-Enhanced Interprofessional Education
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“Most studies did not specify the use of debriefing or the type of debriefing methodology used.(6,106) Learning how to talk with other professions is a key skill in collaborative practice and is often learned serendipitously during the debriefing of a simulation.”
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Expert Practice of Video-Assisted Debriefing: An Australian Qualitative Study
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“As educators, we typically use debriefing as a learning tool following simulated events, with common discussion points including decision making, communication and teamwork (Harden and Laidlaw 2012; Cheng et al. 2014).”
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Simulation in Pediatric Emergency Medicine Fellowships
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BackgroundNursing Students Managing Deteriorating Patients: A Systematic Review and Meta-Analysis
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“Moreover, another promising direction for research would be to dive deeper into different activities of simulation-based learning (e.g., debriefing phase, see Cheng et al., 2014 for review) and applications of adaptive and adaptable support for these activities.”
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- Authors
- Cheng, A., Eppich, W., Grant, V., Sherbino, J., Zendejas, B., & Cook, D. A.
- Affiliations
- University of Calgary (CA)
- Northwestern University (US)
- McMaster University (CA)
- Mayo Clinic (US)
- Corresponding author
- Cheng, Adam
- Venue
- Medical Education
- Publisher
- Wiley
- Published
- 2014-06-09
- Volume
- 48
- Issue
- 7
- Pages
- 657-666
- ISSN
- 0308-0110 (ISSN-L)
- 1365-2923
- OpenAlex
- W1986133144
- Cited by
- 481
- References
- 48
- Citations by year
- 2026: 51 · 2025: 34 · 2024: 42 · 2023: 24 · 2022: 27 · 2021: 48 · 2020: 58 · 2019: 43 · 2018: 42 · 2017: 35 · 2016: 44 · 2015: 27 · 2014: 5 · 2013: 1
- FWCI
- 4.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Education (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
- Health Sciences › Medicine › Surgery › Surgical Simulation and Training
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Keywords
- debriefing, simulation-based medical education, video-assisted debriefing
- MeSH terms
- Computer Simulation, Education, Medical, Education, Professional, Health Personnel, Humans, Teaching, Time Factors, Video Recording, Databases, Bibliographic, Problem-Based Learning
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