Instructor versus peer-led debriefing in simulation-based interprofessional education in undergraduate health professions students
| ISRCTN | ISRCTN52780669 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN52780669 |
| Protocol serial number | QUCG-CPH-25/26-826 |
| Sponsor | Qatar University |
| Funder | Qatar University |
- Submission date
- 12/11/2025
- Registration date
- 16/11/2025
- Last edited
- 18/11/2025
- Recruitment status
- Not yet recruiting
- Overall study status
- Ongoing
- Condition category
- Other
Plain English summary of protocol
Background and study aims
Healthcare students often train together using realistic simulations to learn how to work as a team. After these simulations, a discussion called “debriefing” helps students reflect and improve. Traditionally, these debriefings are led by instructors, which is considered the best approach but requires a lot of staff and resources. This study will explore whether debriefings led by students themselves (peer-led) can be as effective as instructor-led sessions. The goal is to compare the quality of the two methods and see how they affect teamwork skills and professional identity.
Who can participate?
Senior students from health-related colleges in Qatar who are 18 years or older, speak English, and have completed at least one clinical placement.
What does the study involve?
Participants will take part in a full simulation experience, including a briefing before the simulation, the simulation itself, and then a debriefing session. After the simulation, participants will be randomly assigned to either an instructor-led or peer-led debriefing group. They will also complete questionnaires about their experience and learning.
What are the possible benefits and risks of participating?
Benefits include gaining experience in realistic clinical scenarios, improving teamwork skills, and contributing to research that could improve healthcare education. Risks are minimal and mainly involve the time commitment required for the simulation and surveys.
Where is the study run from?
The study will take place at the Tamayuz Simulation Center at Qatar University.
When is the study starting and how long is it expected to run for?
January 2026 to December 2026
Who is funding the study?
The study is funded by internal grants from Qatar University (QUCG-CPH-25/26-826)
Who is the main contact?
Dr Alla El-Awaisi, elawaisi@qu.edu.qa
Contact information
Principal investigator
Qatar
Doha
2713
Qatar
 ORCID ID |
0000-0001-7930-3351 |
|---|---|
| Phone | +974 4403 5599 |
| elawaisi@qu.edu.qa |
Public, Scientific
Qatar
Doha
2713
Qatar
| ORCID ID |
0000-0001-5771-2218 |
|---|---|
| Phone | +974 4403 5657 |
| dana.nizar@qu.edu.qa |
Study information
| Primary study design | Interventional | |
|---|---|---|
| Allocation | Randomized controlled trial | |
| Masking | Open (masking not used) | |
| Control | Active | |
| Assignment | Single | |
| Purpose | Education | |
| Scientific title | Peer-led versus instructor-led debriefing in simulation-based interprofessional education (Sim-IPE): a single-centre, parallel-group, non-inferiority randomised controlled trial. | |
| Study acronym | Sim-IPE | |
| Study objectives | Primary: Determine whether PL debriefing is non-inferior to IL debriefing in perceived debriefing quality among students using DASH-S immediately post-debriefing. Secondary: 1. To compare the perceived quality of PL versus IL debriefing from the perspective of student and instructor debriefers using the DASH–Instructor Version (DASH-I) tool. 2. To compare students’ satisfaction with the simulation and debriefing experience following PL versus IL debriefing using the Satisfaction with Simulation Experience (SSE) tool. 3. To compare the overall team performance based on interprofessional competencies after PL versus IL debriefing, as perceived by students and debriefers, using the Modified McMaster Ottawa scale for teams (MMOS-T). 4. To compare individual students’ performance within a team based on interprofessional competencies after PL versus IL debriefing, as perceived by debriefers, using the Modified McMaster Ottawa scale for individuals (MMOS-I). 5. To compare changes in students’ interprofessional identity before simulation and following PL debriefing versus IL debriefing, using the Extended Professional Identity scale (EPIS). | |
| Ethics approval(s) |
Submitted 22/10/2025, IRBNet (Qatar, Doha, 2713, Qatar; +974 4403 7906; qu-irb@qu.edu.qa), ref: QU-IRB 237/2025-EA | |
| Health condition(s) or problem(s) studied | Debriefing, debriefing frameworks | |
| Intervention | Peer-led (PL) post-simulation debriefing (intervention): Peer-led post-simulation debriefing involves a facilitated discussion between two or more peers in which participants review and reflect on their performance to gain insights, enhance learning outcomes, and improve future performance. Instructor-led (IL) post-simulation debriefing (Comparison): Instructor-led post-simulation debriefing involves a facilitated discussion between participants and instructors in which participants review and reflect on their performance to gain insights, enhance learning outcomes, and improve future performance. The duration of intervention and debriefing for both study arms is around 90 minutes. After debriefing, students and debriefers will solve some questionnaires. There will be no follow-up for either study arm, and the intervention will only last for one day. Participants will be voluntarily invited to participate in an interview/focus group discussion afterwards. The randomization process will be conducted through a computerized randomization tool, and the codes for group assignments will be given to students in sealed envelopes. | |
| Intervention type | Behavioural | |
| Primary outcome measure(s) |
Quality of debriefing: The quality of debriefing in both comparative arms will be measured by both debriefers and students using the Debriefing Assessment for Simulation in Healthcare (DASH) Instructor version and the DASH student version, respectively. | |
| Key secondary outcome measure(s) |
1. Student satisfaction with the simulation and debriefing will be measured using the Satisfaction with Simulation Experience tool (SSE) immediately after the intervention (after debriefing). | |
| Completion date | 31/12/2026 |
Eligibility
| Participant type(s) | Healthy volunteer, Learner/student |
|---|---|
| Age group | Mixed |
| Lower age limit | 18 Years |
| Upper age limit | 99 Years |
| Sex | All |
| Target sample size at registration | 120 |
| Key inclusion criteria | 1. Senior health profession students 2. Aged 18 years or older 3. From health colleges across Qatar 4. Have completed at least one clinical placement 5. Able to speak English Participants include: - Medical students from Qatar University (QU) who are in their fourth, fifth, or sixth year of study - Pharmacy students from QU who are in their fourth or fifth year of study - Nursing students from QU who are in their third or fourth year of study - Physical therapy students from QU who are in their third or fourth year of study |
| Key exclusion criteria | 1. Students from non-health colleges or universities 2. Under 18 years of age |
| Date of first enrolment | 01/01/2026 |
| Date of final enrolment | 31/12/2026 |
Locations
Countries of recruitment
- Qatar
Study participating centre
Doha
2713
Qatar
Results and Publications
| Individual participant data (IPD) Intention to share | No |
|---|---|
| IPD sharing plan summary | Not expected to be made available |
| IPD sharing plan |
Editorial Notes
18/11/2025: The plain English summary of the protocol was updated.
13/11/2025: Trial's existence confirmed by Qatar University.
