A reflective learning conversation debriefing model for interprofessional simulation based education
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.
Authors
- Emad Almomani (ORCID: https://orcid.org/0000-0001-6098-1961)
- Omar Saadeh
- Andreia Fernandes (ORCID: https://orcid.org/0000-0002-6927-0119)
- John R. Tobin
- Guillaume Alinier (ORCID: https://orcid.org/0000-0003-4255-4450)
- Natalie Pattison (ORCID: https://orcid.org/0000-0002-6771-8733)
- Emad Mustafa
- Jacqueline Sullivan
Institutions
- University of Hertfordshire (GB)
- East and North Hertfordshire NHS Trust (GB)
- Hamad Medical Corporation (QA)
Publication Details
- Journal
- BMC Medical Education
- Published
- 2025-10-17
- DOI
- https://doi.org/10.1186/s12909-025-07765-9
- Citations
- 1
- Primary Topic
- Simulation-Based Education in Healthcare
- Type
- article
- Field-Weighted Citation Impact
- 1.16
Funders
- Hamad Medical Corporation