Author | Aim of reflexivity | Facilitation | Duration of reflexive feedback |
Allan et al46 | To uncover system faults or cognitive processes leading to suboptimal teamwork. | Trained physician and nurse facilitators. Video footage used. | No information provided. |
Aveling et al39 | To allow a safe space to share challenges and working practices, and generate locally appropriate solutions. | External non-clinical facilitator. | No information provided. |
Carroll et al25 | To engage healthcare professionals in problem-solving their own communication difficulties. | Researcher facilitation. Video footage used. | 90 min. |
Falcone et al40 | To emphasise team performance and communication, and reinforce appropriate care principles. | No information provided. Video footage used. | 30 min. |
Fransen et al47 | To allow deeper analysis of performance by group discussion. | Two facilitators. Video footage used. | 30 min. |
Hor et al36 | To provide space for discussion of how clinical spaces impacted on communication practices. | Researcher-facilitated. Video footage used. | No information provided. |
Iedema et al37 | To form and articulate views about what is essential information that must be communicated and what are the critical processes involved in the handover. | No information provided about facilitation. Video footage used. | 60–90 min. |
Iedema and Carroll41 | To capture staff insights and ideas to strengthen the organisational and communicative dimensions of healthcare provision. | No information provided about facilitation. Video footage used. | No information provided. |
Iedema et al38 | To allow practitioners the space to raise questions about taken-for-granted infection control behaviours and scrutinise their own practice. | No information provided about facilitation. Video footage used. | No information provided. |
Iedema et al42 | To allow staff to identify and address previously unrecognised environmental risk factors. | No information provided about facilitation. Video footage used. | No information provided. |
Iedema et al43 | To discuss and address the strengths and weaknesses of handover practice. | Researcher facilitation. Video footage used. | No information provided. |
Lehner et al44 | To evaluate and improve communication practices during paediatric trauma incidents. | Two-person multidisciplinary and multiprofessional instructor team. Video footage used. | 45 min. |
Patterson et al45 | To identify latent safety threats and subsequent multidisciplinary problem-solving. | Group assessment of performance. | 10 min. |
Patterson et al48 | To improve situational awareness and sharing of shared mental models. | Researcher facilitation. Video footage used. | No information provided. |
Ross et al49 | To focus on non-technical skills including communication and improving a shared mental model. | Clinicians and trained professionals from a dedicated simulation centre. | 45 min. |