Exploring self-led debriefings in simulation-based education: an integrative review protocol

Abstract

Facilitator-led debriefing is commonplace in simulation-based education and has been extensively researched. In contrast, self-led debriefing is an emerging field that may yet provide an effective alternative to well-established debriefing practices. The term ‘self-led debriefing’, however, is often used across a variety of heterogeneous practices in a range of contexts, leading to difficulties in expanding the evidence base for this practice. Evidence, specifically exploring in-person group self-led debriefings in the context of immersive simulation-based education, is yet to be appropriately synthesized. This protocol explains the rationale for conducting an integrative review of this topic whilst summarizing and critiquing the key steps of the process. The aim of this integrative review is to systematically search, analyse and synthesize relevant literature to answer the following research question: This is a protocol to conduct an integrative review aligned to Whittemore and Kanfl’s established five-step framework. The protocol fully addresses the first two steps of this framework, namely the problem identification and literature search stages. Seven databases (PubMed, Cochrane, EMBASE, ERIC, SCOPUS, CINAHL Plus and PsycINFO) will be searched comprehensively to optimize both the sensitivity and precision of the search in order to effectively answer the research question. It also outlines and appraises the various procedures that will be undertaken in the data evaluation, analysis and presentation stages of the process. This review will attempt to address a gap in the literature concerning self-led debriefing in immersive simulation-based education, as well as identify areas for future research. Integrative reviews aim to provide a deeper understanding of complex phenomena and we detail a comprehensive explanation and justification of the rigorous processes involved in conducting such a review. Finally, this protocol highlights the applicability and relevance of integrative reviews for simulation-based education scholarship in a wider context.