Mosher Cynthia J, Morton Alex, Palaganas Janice C
Alfaisal University College of Medicine, Riyadh, Saudi Arabia.
MGH Institute of Health Professions, Charlestown Navy Yard, 36 1st Avenue, Boston, MA, 02129-4557, USA.
Adv Simul (Lond). 2021 Nov 8;6(1):40. doi: 10.1186/s41077-021-00192-y.
The COVID-19 pandemic propelled remote simulation and online distance debriefings. Like in-person debriefings, educators seek to facilitate reflective learning conversations, yet, in the online setting, educators face challenges to learner engagement that differ considerably from in-person debriefing.
We performed a thematic analysis of fourteen semi-structured interviews conducted with fourteen participants who had experience with virtual debriefing as an educator or as a learner. We explored the experiences and perceptions of both educators and learners to provide a more in-depth understanding of the factors that influence engagement in online distance debriefing.
Our study identified the challenges online distance debriefing poses for educators and learners. We found ten themes that support the Community of Inquiry (CoI) theoretical framework and provided additional considerations related to internal and external factors of engagement, including the influence of the simulation, false engagement, and self-presence.
We believe these findings can inform the design and facilitation of online debriefings to help provide educators with guidance and innovative solutions to best engage their learners in the challenging online environment.
2019年冠状病毒病（COVID-19）大流行推动了远程模拟和在线远程汇报。与面对面汇报一样，教育工作者试图促进反思性学习对话，然而，在在线环境中，教育工作者面临着与面对面汇报截然不同的学习者参与度挑战。
我们对14名参与者进行了14次半结构化访谈，这些参与者作为教育工作者或学习者有虚拟汇报的经验。我们探讨了教育工作者和学习者的经验与看法，以更深入地了解影响在线远程汇报参与度的因素。
我们的研究确定了在线远程汇报给教育工作者和学习者带来的挑战。我们发现了十个支持探究社区（CoI）理论框架的主题，并提供了与参与的内部和外部因素相关的其他考虑因素，包括模拟的影响、虚假参与和自我呈现。
我们相信这些发现可以为在线汇报的设计和促进提供信息，以帮助为教育工作者提供指导和创新解决方案，以便在具有挑战性的在线环境中最好地吸引学习者。
