Assessment of student pharmacist learning within an interprofessional simulation: A comparison of small group vs. large group debriefing

Abstract

Background: Simulation debriefing is a critical component of interprofessional education (IPE). The purpose of this IPE report was to determine if there is a difference in a student pharmacist's ability to articulate areas for improvement and continued growth in interprofessional practice between those who participated in a large group debrief compared to a small group debrief after an interprofessional simulation.

Interprofessional education activity: One hundred pharmacy students participated in an interprofessional standardized patient simulation. Other participants included medicine or physician assistant, nursing, and physical therapy students. Students were randomly assigned to large or small group debriefing. Students completed a reflection to determine their ability to articulate areas for improvement and continued growth.

Discussion: Forty-six students in the large group debrief and 49 students in the small group debrief completed a post-simulation reflection. Reflections were analyzed quantitatively and qualitatively. Quantitative analysis was based on a scoring rubric used to determine whether the student was able to successfully articulate areas for improvement or continued growth. Reflections were evaluated qualitatively to identify the areas for improvement. There was no difference in the ability to identify an area for improvement or continued growth between the large group debrief compared to the small group debrief.

Implications: There was no difference in students' post-simulation reflections based on participation in small group or large group debriefing following an interprofessional simulation. Students were able to effectively articulate areas for improvement and continued growth in interprofessional practice.

Keywords: Assessment; Debriefing; Interprofessional education; Simulation.