Abstract
BackgroundSelf-directed video-facilitated reflective practice is a debriefing approach that involves individuals viewing a video of their clinical simulation performance for self-improvement and enhancing understanding. MethodThis study used a mixed-methods, pre/post, randomized control trial design, comparing student performance and satisfaction between video-facilitated and faculty-led debriefing. ResultsThere were no statistically significant differences between the intervention and control groups, although students improved more on clinical performance indicators after self-reflection. ConclusionsVideo-facilitated reflective practice was shown to be equivalent to faculty-led debriefing. The method warrants further exploration of its effect on faculty workload and student performance improvement.
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