Featured Article| Volume 11, ISSUE 3, P180-187, March 2015

Expert Practice of Video-Assisted Debriefing: An Australian Qualitative Study


      • We interviewed 24 expert debriefers from a variety of clinical backgrounds.
      • We explored their approach to video-assisted debriefing (VAD)- identifying 4
        • How and when expert debriefers use VAD
        • Impact of audiovisual systems
        • Educational approaches to VAD
        • Balancing benefits and challenges when using VAD
      • Expert debriefers consider VAD an adjunct to facilitation of the debriefing.
      • Expert debriefers adapted the VAD in their practices according to given contexts.



      Debriefing is a significant component of simulation-based education. Video-assisted debriefing (VAD) refers to the use of audiovisual capture and review to support participants' learning after simulations. With technological advances, VAD is increasingly accessible. However, there are challenges associated with optimal use. We sought expert debriefers' views on their practices of VAD.


      Expert debriefers who work with manikin-based immersive simulation were peer nominated by simulation education experts. Twenty-four debriefers participated in semistructured interviews. VAD inductively emerged as a significant category from transcripts. All extracts pertaining to VAD were extracted and analyzed using thematic and content analysis.


      Thematic analysis explored (a) how and when expert debriefers use video in debriefing, (b) impact of audiovisual systems, (c) educational approaches to VAD, and (d) debriefers balancing benefits and challenges using VAD.


      Overall, this study indicates that expert debriefers share a belief that video is an adjunct to debriefing. VAD use is variable from almost always to very rarely used. Analysis suggests that optimal use of VAD in a single debrief is at most a few short clips, with learners oriented to the educational purpose of the particular extracts.


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