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Fostering professional identity through interprofessional debriefing: a scoping review.

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Title: Fostering professional identity through interprofessional debriefing: a scoping review.
Authors: Marita Christina Susanne, Melbye (AUTHOR), Bjørn Kjetil, Larsen (AUTHOR), Trude Fløystad, Eines (AUTHOR)
Source: Journal of Interprofessional Care. Mar/Apr2026, Vol. 40 Issue 2, p365-377. 13p.
Subjects: Interdisciplinary education, Teams in the workplace, Medical information storage & retrieval systems, Clinical medicine, School environment, Interprofessional relations, Occupational roles, CINAHL database, Educators, Professional identity, Reflection (Philosophy), Simulation methods in education, Systematic reviews, MEDLINE, Thematic analysis, Ability, Clinical competence, Learning strategies, Social support, Training
Abstract: Simulation-enhanced interprofessional education (IPE-sim) improves students' interprofessional collaboration skills. During the debriefing phase, students analyze and reflect on their performance to develop the collaborative skills required for effective teamwork. Although IPE-sim has become increasingly common in health professional education, interprofessional debriefing after IPE-sims lacks clarity. This scoping review was guided by the Joanna Briggs Institute's scoping review methodology and aimed to expound empirical research on IPE in a healthcare context, focusing on debriefing in IPE-sim. A systematic search of Ovid MEDLINE, CINAHL, Embase, and Google Scholar was undertaken between April and May 2024. A total of 17 articles were included. Three themes were identified. The first theme highlights how healthcare students learn through interprofessional reflection during debriefing. The second focuses on the importance of structuring the interprofessional debriefing process. Finally, the third theme emphasizes the facilitator's role in supporting a learning environment for interprofessional debriefing. Debriefing allows students to develop their professional identities and dual roles in interprofessional teamwork, with facilitators playing a crucial role. Future researchers should examine how interprofessional debriefing can best be designed and aligned with established competency frameworks to optimize identity development and collaborative practice in healthcare education. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Fostering professional identity through interprofessional debriefing: a scoping review.
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  Data: <searchLink fieldCode="AR" term="%22Marita+Christina+Susanne%2C+Melbye%22">Marita Christina Susanne, Melbye</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bjørn+Kjetil%2C+Larsen%22">Bjørn Kjetil, Larsen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Trude+Fløystad%2C+Eines%22">Trude Fløystad, Eines</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Mar/Apr2026, Vol. 40 Issue 2, p365-377. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Teams+in+the+workplace%22">Teams in the workplace</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+information+storage+%26+retrieval+systems%22">Medical information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+medicine%22">Clinical medicine</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+roles%22">Occupational roles</searchLink><br /><searchLink fieldCode="DE" term="%22CINAHL+database%22">CINAHL database</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection+%28Philosophy%29%22">Reflection (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink>
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  Label: Abstract
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  Data: Simulation-enhanced interprofessional education (IPE-sim) improves students' interprofessional collaboration skills. During the debriefing phase, students analyze and reflect on their performance to develop the collaborative skills required for effective teamwork. Although IPE-sim has become increasingly common in health professional education, interprofessional debriefing after IPE-sims lacks clarity. This scoping review was guided by the Joanna Briggs Institute's scoping review methodology and aimed to expound empirical research on IPE in a healthcare context, focusing on debriefing in IPE-sim. A systematic search of Ovid MEDLINE, CINAHL, Embase, and Google Scholar was undertaken between April and May 2024. A total of 17 articles were included. Three themes were identified. The first theme highlights how healthcare students learn through interprofessional reflection during debriefing. The second focuses on the importance of structuring the interprofessional debriefing process. Finally, the third theme emphasizes the facilitator's role in supporting a learning environment for interprofessional debriefing. Debriefing allows students to develop their professional identities and dual roles in interprofessional teamwork, with facilitators playing a crucial role. Future researchers should examine how interprofessional debriefing can best be designed and aligned with established competency frameworks to optimize identity development and collaborative practice in healthcare education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192005992
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      – Type: doi
        Value: 10.1080/13561820.2025.2568867
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 365
    Subjects:
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Teams in the workplace
        Type: general
      – SubjectFull: Medical information storage & retrieval systems
        Type: general
      – SubjectFull: Clinical medicine
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Occupational roles
        Type: general
      – SubjectFull: CINAHL database
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Professional identity
        Type: general
      – SubjectFull: Reflection (Philosophy)
        Type: general
      – SubjectFull: Simulation methods in education
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: MEDLINE
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Ability
        Type: general
      – SubjectFull: Clinical competence
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      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Training
        Type: general
    Titles:
      – TitleFull: Fostering professional identity through interprofessional debriefing: a scoping review.
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            NameFull: Marita Christina Susanne, Melbye
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            NameFull: Bjørn Kjetil, Larsen
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            NameFull: Trude Fløystad, Eines
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              M: 03
              Text: Mar/Apr2026
              Type: published
              Y: 2026
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