Using simulation scenarios and a debriefing structure to promote feedback skills among interprofessional team members in clinical practice
Open accessAbstract
Background: Team reflexivity and peer feedback in daily clinical work can improve patient safety. However, teams do not always engage in reflection after patient care. A reason could be that team members may lack skills in engaging in team reflection. This study explores the use of interprofessional team-based simulations to encourage and equip teams for reflective conversations in the real-world clinical practice. Methods: This was a prospective, explorative study of team members’ perceptions of the use of in situ simulation-based scenarios with critically ill patient cases to train team-based reflections and peer feedback. The study took place in two neurological wards. Prior to the intervention, a 1-day observation in each ward and semi-structured short interviews with physicians and nurses were conducted. Results: A total of 94 staff members, 57 nurses, 8 nurse assistants and 29 physicians participated in the in situ simulation scenarios. All team members showed appreciation of the safe learning environment. The authors found that the simulations and the debriefing structure provided an opportunity for training of team reflexivity and feedback. The team members evaluated the simulation-based training very positively, and their initial reaction indicated that they found peer feedback useful for the individual and the team. This approach allowed them to reflect on their own clinical practice. Conclusion: The simulation-based training scenarios and the debriefing structure promoted team members’ team reflexivity and peer feedback skills. The method is feasible and could be used in other specialties and situations. The team members’ reactions to feedback were positive, and based on their reflections, there is a potential to increase both individual and team skills as well as improve patient treatment.
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Immediate debriefing after simulations leads to significant improvements in procedural competence.
“Svendsen et al. [74], for example, found that immediate debriefing after simulations led to significant improvements in procedural competence, underscoring the transformative potential of timely, targeted feedback in high-stakes learning environments.”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [74]
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- Authors
- Svendsen, B. T., Petersen, L. F., Skjelsager, A., Lippert, A., & Østergaard, D.
- Affiliations
- Herlev Hospital (DK)
- University of Copenhagen (DK)
- Corresponding author
- Østergaard, Doris
- Venue
- Advances in Simulation
- Published
- 2024-09-18
- Volume
- 9
- Issue
- 1
- Pages
- 39-39
- ISSN
- 2059-0628 (ISSN-L)
- PMC
- PMC11412003
- OpenAlex
- W4402661383
- Cited by
- 27
- References
- 40
- Citations by year
- 2026: 16 · 2025: 9 · 2024: 2
- FWCI
- 7.68
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Advances in Simulation (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Research at the University of Copenhagen (University of Copenhagen) (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Funders
- Copenhagen University
- Topics
- Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
- Health Sciences › Health Professions › Emergency Medical Services › Patient Safety and Medication Errors
- Health Sciences › Health Professions › General Health Professions › Interprofessional Education and Collaboration
- Keywords
- multidisciplinary team, team reflexivity, peer feedback, debriefing, in situ simulation, simulation-based training, team reflection, patient safety, neurology ward, critically ill patients, nurses, physicians, nursing assistants
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