TEAMS REFLECT: A framework-derived tool for interprofessional debriefing after experiential interprofessional activities

Abstract

Background and research question: Evidence across occupations demonstrates that debriefing improves learning. However, less is known about the impact of debriefing among pre-licensure healthcare students for achieving Interprofessional Education Collaborative (IPEC) competencies.

This project aimed to (1) review existing literature on debriefing in pre-licensure healthcare students following interprofessional experiential activities (IPEAs) and (2) identify or develop a debriefing tool tailored to this context.

Methods/Methodology: A June 2024 literature search was conducted in Scopus to retrieve publications on debriefing after interprofessional healthcare activities. Keywords included debrief* and interprofessional, health professions, teams, or teamwork. Identified debriefing frameworks were evaluated for use among pre-licensure health professional students, applicability to IPEAs, alignment with IPEC competencies, and adaptability to structured learning using Bloom's Taxonomy. This analysis informed the selection and adaptation of an interprofessional debriefing tool conducive to structured learning and critical thinking.

Results: The review identified 12 relevant reviews—6 focused on interprofessional simulations and 6 on clinical settings, predominantly involving post-licensure professionals. None evaluated interprofessional debriefing after IPEAs in pre-licensure students. Among the 12 debriefing frameworks described, the REFLECT (Reviewing Experiences to Foster Learning, Evaluation, and Critical Thinking) framework was best aligned with Bloom’s Taxonomy and adaptable for guiding student reflections on IPEC competencies. This framework was modified into the TEAMS REFLECT tool by the University of Michigan Center for Interprofessional Education to facilitate structured interprofessional debriefing among pre-licensure students.

Conclusions, implications, and curiosities: The lack of tools and studies addressing interprofessional debriefing in pre-licensure settings highlights the need for further research. The TEAMS REFLECT tool can help address this gap and will undergo validity testing. Further investigations of debriefing formats (e.g., uni- versus interprofessional group composition) after IPEAs can clarify best practices to support learning.