Journal of evaluation in clinical practice · 2026
Perceptions of Healthcare Professionals on Clinical Debriefing Structured by The Talk Method.
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Targino Jéssica Santos Oliveira, Neto Antônio Alves da Silva, Pereira Wanderley de Lima, de Oliveira Marlon Natan Baracho, Almeida Rodrigo Guimarães Dos Santos, Costa Raphael Raniere de Oliveira
Аннотация
AIM: To understand healthcare professionals' perceptions regarding the application of the Debriefing TALK method in clinical practice, with emphasis on interprofessional communication and patient safety.
METHOD: A qualitative action research study conducted with 12 healthcare professionals from secondary care in the Northeast region of Brazil. The educational intervention included dialogic lectures, communication skills training, clinical simulation, and structured debriefing sessions using the TALK method. Qualitative data were analyzed using the Collective Subject Discourse method, while quantitative data were analyzed using descriptive statistics. The study followed COREQ recommendations.
RESULTS: The TALK method functioned as a structuring device for reflective practice, promoting the reorganization of interprofessional interactions and reframing communication failures as opportunities for learning. Participants reported improvements in communication, team integration, and care planning, as well as the promotion of a psychologically safe and non-punitive environment. Reported barriers included time constraints, workload burden, variable engagement, and limited institutional support.
CONCLUSION: The TALK Debriefing method proved feasible and well accepted, showing potential to enhance clinical practice through structured reflection, meaningful learning, and strengthened interprofessional communication, contributing to patient safety in real-world care contexts.
IMPLICATIONS FOR PRACTICE: The findings suggest that the TALK method may support reflective and communication-centered practices in healthcare services, strengthening interprofessional collaboration and patient safety culture.
IMPACT: This study advances knowledge on structured debriefing in real clinical settings, highlighting the TALK method as a pedagogical and organizational strategy capable of transforming communication failures into opportunities for collective learning and practice improvement.
REPORTING METHOD: Reported according to COREQ. Patient or Public Contribution: No patient or public contribution was involved in this study.
METHOD: A qualitative action research study conducted with 12 healthcare professionals from secondary care in the Northeast region of Brazil. The educational intervention included dialogic lectures, communication skills training, clinical simulation, and structured debriefing sessions using the TALK method. Qualitative data were analyzed using the Collective Subject Discourse method, while quantitative data were analyzed using descriptive statistics. The study followed COREQ recommendations.
RESULTS: The TALK method functioned as a structuring device for reflective practice, promoting the reorganization of interprofessional interactions and reframing communication failures as opportunities for learning. Participants reported improvements in communication, team integration, and care planning, as well as the promotion of a psychologically safe and non-punitive environment. Reported barriers included time constraints, workload burden, variable engagement, and limited institutional support.
CONCLUSION: The TALK Debriefing method proved feasible and well accepted, showing potential to enhance clinical practice through structured reflection, meaningful learning, and strengthened interprofessional communication, contributing to patient safety in real-world care contexts.
IMPLICATIONS FOR PRACTICE: The findings suggest that the TALK method may support reflective and communication-centered practices in healthcare services, strengthening interprofessional collaboration and patient safety culture.
IMPACT: This study advances knowledge on structured debriefing in real clinical settings, highlighting the TALK method as a pedagogical and organizational strategy capable of transforming communication failures into opportunities for collective learning and practice improvement.
REPORTING METHOD: Reported according to COREQ. Patient or Public Contribution: No patient or public contribution was involved in this study.