Effectiveness of Peer‐Led vs. Instructor‐Led Debriefing in High‐Fidelity Simulation‐Based Healthcare Education: A Systematic Review and Meta‐Analysis
No statistically significant differences were observed between PLD and ILD across the included studies. Limited and heterogeneous evidence base means the findings should be interpreted cautiously. Robust, well-designed RCTs are needed to confirm these findings, address heterogeneity and explore long-term effects.
Authors
- Ayesha Khalid (ORCID: https://orcid.org/0009-0009-0901-770X)
- Muhammad Waqar Younas (ORCID: https://orcid.org/0000-0003-3847-5733)
- Safi Ullah Khan
- Arsalan Ahmed
- Sheeza Yousaf
- Mahnoor Ishaque
- Diya Rathi
Institutions
- Liaquat University of Medical & Health Sciences (PK)
- King Edward Medical University (PK)
- Khyber Medical College (PK)
- Gomal University (PK)
- Jinnah Sindh Medical University (PK)
- Dow University of Health Sciences (PK)
- Bahria University (PK)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2026-03-22
- DOI
- https://doi.org/10.1111/tct.70403
- Primary Topic
- Simulation-Based Education in Healthcare
- Type
- article
- Field-Weighted Citation Impact
- 0.00