Hu Zijing
Senior Lecturer, Department of Complementary Medicine, University of Johannesburg, South Africa.
J Educ Health Promot. 2024 Mar 28;13:100. doi: 10.4103/jehp.jehp_787_23. eCollection 2024.
There is a dire need to strengthen students' critical thinking in clinical training since it is an essential skill in clinical practice to optimize patient care. Debriefing is a formal or informal post-activity discussion that aims to improve learning outcomes, including critical thinking in clinical practice. There is a lack of research that focuses on students' experiences of debriefing to promote critical thinking in the South African context using experiential learning theory as a theoretical lens.
This study aimed to explore South African students' lived experiences of debriefing to improve critical thinking.
The author employed a qualitative single-case study design within an interpretivist paradigm. A purposive sampling technique was adopted. Six participants were recruited for this study. The author invited the participants to participate in semi-structured interviews. Data were analyzed through the six-step data analysis framework proposed by Creswell. To ensure the trustworthiness, the author employed multiple techniques to improve the credibility, conformability, dependability, and transferability of this study. These techniques included a well-planned research design and methods, thick descriptions of data, and an audit trail that was audited by a second coder.
The findings revealed that participants shared positive experiences toward debriefing and furthermore debriefing through optimized student engagement and improved learning outcomes. This study also revealed that students experienced less stress in group debriefings. However, this study also identified some challenges in conducting debriefing. The challenges were primarily related to incompetent facilitators, inappropriate duration of debriefing sessions, and limited space in the clinic. Moreover, small group debriefing is recommended.
Debriefing is an effective pedagogical approach to optimize critical thinking in clinical practice. It is recommended that debriefing should be implemented as a norm in clinical training at higher education institutions. Further studies are recommended to be conducted at national and international levels.
迫切需要在临床培训中加强学生的批判性思维，因为它是优化患者护理的临床实践中的一项基本技能。汇报是一种正式或非正式的活动后讨论，旨在提高学习成果，包括临床实践中的批判性思维。在南非背景下，缺乏以体验式学习理论为理论视角，关注学生汇报经历以促进批判性思维的研究。
本研究旨在探索南非学生通过汇报来提高批判性思维的生活经历。
作者在解释主义范式内采用了定性单案例研究设计。采用了目的抽样技术。本研究招募了六名参与者。作者邀请参与者参加半结构化访谈。通过克雷斯韦尔提出的六步数据分析框架对数据进行分析。为确保可信度，作者采用多种技术来提高本研究的可信度、一致性、可靠性和可转移性。这些技术包括精心规划的研究设计和方法、对数据的详细描述以及由第二位编码员审核的审计线索。
研究结果表明，参与者对汇报分享了积极的经历，并且通过优化学生参与度和改善学习成果进行汇报。本研究还表明，学生在小组汇报中压力较小。然而，本研究也确定了汇报实施中的一些挑战。这些挑战主要与不称职的引导者、汇报时间不合适以及诊所空间有限有关。此外，建议进行小组汇报。
汇报是优化临床实践中批判性思维的一种有效教学方法。建议在高等教育机构的临床培训中常规实施汇报。建议在国家和国际层面开展进一步研究。
