Interprofessional simulation co-debriefing practices: A systematic review

• Co-debriefing in interprofessional simulation has sparse supportive evidence. • Co-debriefing’s effect on student learning outcomes is unclear. • Tiered debriefing should be evaluated to determine student outcomes. Interprofessional simulation allows healthcare students to practice the role of a professional with students from other professions. Debriefing is essential to the simulation, promoting insight into actions taken and thought processes behind the actions. The impact of co-debrief with interprofessional teams remains in question. This paper aims to explore the impact of co-debriefing on student experiences. This systematic literature review followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses checklist (PRISMA). Search terms including “inter-professional education,” “simulation,” “co-debriefing,” and “university students” were undertaken across seven databases. Twenty-seven papers with students from 17 professions were included. Simulations were considered effective, however the impact of co-debriefing on student outcomes was not explored in any studies. Debriefing is imperative to healthcare simulation, yet little evidence is available to support the role of co- debriefing. Further research is required to determine its effectiveness and appropriateness for all inter-professional simulations.