A reflective learning conversation debriefing model for interprofessional simulation based education

Abstract Background Debriefing for Interprofessional Education (IPE) using Reflective Learning Conversation (RLC) methods enables learners to reflect on their actions, articulate their decisions, and benefit from peer support and the dynamics of group thinking within a team-based context. This study aims to validate a co-designed Reflective Learning Conversation (RLC) debriefing model for use in interprofessional learning groups that vary in professional seniority and clinical experience within a multicultural educational environment. The validation process focuses on enhancing clinical reasoning, clinical judgment, critical thinking skills, and self-efficacy. Methods A quasi-experimental pre-test/post-test mixed method. The study sample consisted of a cohort of interprofessional healthcare providers ( n = 130) who were taking part in European Resuscitation Council (ERC) Advanced Life Support (ALS) courses incorporating Simulation- Based Education (SBE) conducted at Hamad International Training Center (HITC), with the sample equally split between control and experimental groups. Data was collected through subsequent direct observations, validated questionnaires, and focus groups. Descriptive and inferential statistical analyses were performed on the quantitative data, and thematic analysis on the qualitative data. Results The experimental group had a significantly higher level of clinical reasoning , judgment , and critical thinking skills compared to the control group at the beginning, midway, and end of simulation activities using the Clinical Reasoning Evaluation in Simulation Tool (CREST) tool, Lasater Clinical Judgment Rubric (LCJR), and Critical Thinking Rubric (CTR). The experimental group scored a significantly higher level of self-efficacy than the control group for the Self-Efficacy questionnaire subscales. Conclusion Reflective Learning Conversation (RLC) model was found to be valid for enhancing clinical reasoning, clinical judgment, critical thinking, and self-efficacy among interprofessional healthcare providers attending advanced life support simulation-based courses in multicultural learning environments. However, further research is recommended to explore how clinical experience and professional seniority interact with debriefing approaches to influence these cognitive and affective outcomes in simulation-based education.