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Culturally adapted meta-debriefing: a mixed-methods study of reflective practice in Spanish-speaking simulation faculty development in Chile

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dc.contributor.authorArmijo-Rivera, Soledad
dc.contributor.authorVergara, Karen
dc.contributor.authorVicencio, Scarlett
dc.contributor.authorFoss, Brynjar
dc.contributor.authorMaldonado, Marcia
dc.date.accessioned2026-07-23T21:49:45Z
dc.date.available2026-07-23T21:49:45Z
dc.date.issued2025
dc.description.abstractBackground: Simulation-based education has expanded across Latin America, creating demand for contextually relevant faculty development. Meta-debriefing, defined as a facilitated conversation following a debriefing, can strengthen debriefer performance. However, its implementation and effectiveness in Spanish-speaking settings remain underexplored. The CORE model (context, observation, reflection, and enhanced practice) provides structural guidance, but its adaptation to regional cultures has not been studied. Methods: We conducted a concurrent mixed-methods study of one experienced meta-debriefer interacting and facilitating 15 remote meta-debriefing sessions with interprofessional novice debriefers. Quantitative data were derived from audio-recorded sessions using DASH, SET-M, a CORE-aligned checklist, and a meta-debriefing pillars tool. Qualitative data consisted of written observer reports, analyzed using inductive content analysis, and triangulated across sources. Results: Quantitative analysis revealed high adherence to the CORE model and consistent demonstration of the four meta-debriefing pillars. Peer-assessed DASH scores ranged from 6.8 to 7.0, while SET-M items were consistently marked as achieved. Qualitatively, the meta-debriefer demonstrated behaviors aligned with psychologically safe, context-dependent, theoretically grounded, and formative facilitation. The meta-debriefer used cultural metaphors (e.g., "boli," "cazuelas," and a prisoner's song) to clarify structure and normalize reflection. Five reflection strategies emerged as central to generating debriefer insight: (1) Structured reorientation, (2) constructivist linkage to clinical identity, (3) metaphorical framing, (4) strategic questioning (e.g., advocacy & inquiry, circular inquiry), and (5) emotional normalization. Conclusion: This study demonstrates how meta-debriefing, when implemented through culturally sensitive and structured approaches like CORE, supports transformative learning among simulation debriefers. Meta-debriefer's relational style, use of shared narratives, and context-sensitive scaffolding activated learner-centered reflection. As meta-debriefing models gain traction in Latin America and beyond, this study highlights the value of culturally responsive faculty development strategies that integrate local language, values, and pedagogical traditions into simulation-based education.
dc.description.versionVersión Publicada
dc.identifier.citationArmijo-Rivera S, Vergara K, Vicencio-Clarke S, Foss B, Holtheuer MM. Culturally adapted meta-debriefing: a mixed-methods study of reflective practice in Spanish-speaking simulation faculty development in Chile. Adv Simul (Lond). 2025 Oct 24;10(1):51. doi: 10.1186/s41077-025-00380-0
dc.identifier.doihttps://doi.org/10.1186/s41077‑025‑00380‑0
dc.identifier.urihttps://hdl.handle.net/11447/10910
dc.language.isoen
dc.subjectCORE debriefing
dc.subjectDebrief the debrief
dc.subjectDebriefing
dc.subjectFaculty development
dc.subjectLatin America
dc.subjectMeta-debriefing
dc.subjectSimulation
dc.titleCulturally adapted meta-debriefing: a mixed-methods study of reflective practice in Spanish-speaking simulation faculty development in Chile
dc.typeArticle
dcterms.accessRightsAcceso Abierto
dcterms.sourceAdvances in simulation
dspace.entity.typePublication
relation.isAuthorOfPublication632f8448-7cc6-45f3-bc24-6f9436482456
relation.isAuthorOfPublication.latestForDiscovery632f8448-7cc6-45f3-bc24-6f9436482456

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