# Learners’ Perspectives on Interprofessional Simulation and Co‐Debriefing: An Exploratory Mixed‐Methods Study

## TL;DR

This study explores how healthcare students feel about interprofessional training and co-debriefing, finding overall positive feedback with suggestions for improvement.

## Contribution

The study introduces a mixed-methods approach to evaluate interprofessional simulation and co-debriefing from learners' perspectives.

## Key findings

- Medical and nursing students showed significant differences in perceptions across most dimensions except applicability and organization.
- Nursing students suggested improvements like better icebreakers and more dynamic simulations.
- The study identifies when co-debriefing adds value versus when a single facilitator is sufficient.

## Abstract

Interprofessional simulation enhances both technical and nontechnical skills among healthcare professionals, improving their clinical practice. Co‐debriefing, where two facilitators lead debriefing sessions, is a common approach in these trainings. This study aims to assess educational aspects of interprofessional simulation and co‐debriefing in postgraduate medical and emergency nursing students.

A descriptive cross‐sectional study with a mixed‐methods approach was conducted among postgraduate students (n = 46). A mixed‐methods design was used, combining quantitative questionnaire data with qualitative content analysis of open‐ended responses, allowing integration of numerical trends with in‐depth learner perspectives. A valid and reliable ad hoc questionnaire was designed, and qualitative content analysis was used to examine participants’ free‐text responses.

Students’ perceptions were evaluated across six dimensions: applicability, satisfaction, motivation, safe environment, organization, and co‐debriefing. Significant differences were found between medical and nursing students in all dimensions except applicability and organization. Overall, students rated interdisciplinary sessions and co‐debriefing positively, though nurses highlighted areas for improvement, such as icebreaker activities, more dynamic simulations, and equal representation of both professions.

While interprofessional simulation and co‐debriefing were well received, participants—especially nurses—identified areas for enhancement to ensure a more balanced and engaging learning experience. By integrating quantitative outcomes with qualitative insights, the study highlights when co‐debriefing adds value in interprofessional simulation and when single‐facilitator approaches may be sufficient.