The community of inquiry framework for virtual team-to-team debriefings during interprofessional trauma simulations

Psychological safety is key to effective debriefing and learning. The COVID-19 pandemic necessitated rapid adaption of simulation events virtual/hybrid platforms. We sought determine the effect utilizing Community Inquiry framework (CoI) for virtually connecting interprofessional learner teams on psychological experienced during trauma simulations. General surgery (GSR), emergency medicine (EMR) residents, nurses/nurse practitioners medical students participated in multiple designed improve teamwork leadership skills. Pre-course materials were provided before event learners prepare. Briefings delineating expectations emphasized importance strategies employed achieve safety. Four unique clinical scenarios run each event, with a debrief after scenario. Virtual team-to-team debriefings structured using conceptual framework. All completed pre-/post-assessments Inter-professional Collaborative Competencies Attainment Survey (ICCAS). Twenty-five (13 GSR, 5 EMR, 3 students, 2 APRNs RNs). Learner assessment found 88% (22) “agreed”/”strongly agreed” that virtual had social, cognitive educator presence per CoI domains. However, one GSR two nurse “strongly disagreed” these statements. Most felt was safe. participants agreed”/“agreed” achieved ICCAS competencies. Debriefings platform are challenging barriers ensuring efficacy. By structuring we demonstrate they can be most learners. educators should recognize implications social identity theory, particularly effects hierarchy, comfort level Developing optimize learning environments essential as this valuable pedagogy persists beyond pandemic.