Beyond ethical obligation to research dissemination: Conceptualizing debriefing as a form of knowledge transfer.

Abstract

The process of debriefing has been part of psychology for many decades, although it owes its origins to other fields. Debriefing is often tied to research involving deception, however it is part of a much larger set of obligations that psychologists adhere to as professionals operating in an ethical manner. There is some emerging evidence that debriefing participants in research contexts is not taking place frequently or even to the degree that is necessary to impart knowledge. We argue that debriefing can be conceptualized as a form of knowledge transfer, and accordingly can draw on successful strategies from knowledge transfer and exchange and knowledge translation (KT) as these fields are involved in disseminating research knowledge to create awareness, educate, and even teach skills to participants. As well, we contend that psychologists are well poised to develop effective debriefing practices given a research tradition in messaging and innovative community collaborative research. Finally, we provide insights and suggestions for engaging in effective debriefing and future research directions.The process of debriefing has been part of psychology for many decades, although it owes its origins to other fields. Debriefing is often tied to research involving deception, however, it is part of a much larger set of obligations that psychologists adhere to as professionals operating in an ethical manner. Regrettably, there is evidence to indicate that debriefing participants in a research context is not taking place frequently or even to the degree that is necessary to impart knowledge. The field of knowledge transfer (KT) is dedicated to disseminating research knowledge to create awareness, educate, and effect change in daily practice. We propose that KT theory and practice can be used to conceptualize research debriefing and could provide psychologists with a framework to plan research dissemination to participants in a more effective and purposeful manner. We also draw on research from social psychology and emerging insights from community-engaged participatory research, technology, and the arts which might provide further direction and strategies in the debriefing process. Our aim is to demonstrate that KT theory and practice can provide a useful framework, when coupled with psychological research to more effectively disseminate research findings to participants.

What happens after debriefing? The effectiveness and benefits of postexperimental debriefing

“…Participants in the misinformation condition reported, postdebriefing, that they learned more from their participation in the study compared with the control condition. Thus, although the kind of debriefing used here may not be fully effective for one purpose (i.e., eliminating the effect of the manipulation over time), it is successful in achieving another central purpose of debriefing-providing educational benefit to participants (McShane et al, 2015). This may be especially important in studies using college students as participants, a population often used in experimental research (Arnett, 2008).…”

“…However, debriefing can and does serve additional purposes. Specifically, debriefing can also serve an educational function, particularly for undergraduate students who participate in research at universities for course credit (McShane et al, 2015). Through participating in research containing deception and being effectively debriefed, participants may receive additional benefits from their research participation.…”

“…Additionally, we focus on another, understudied aspect of debriefing. Debriefing not only serves an ethical purpose, it also serves an educational one (McShane et al, 2015). Participating in research conveys benefits to participants: they learn about the research process and the particular topic the study is about.…”

Using bodily postures in the treatment of anorexia nervosa: Effects of power posing on interoception and affective states

“…After the study was completed, participants were debriefed about the purpose of the study and were invited to take part in a focus and discussion group, to ask questions and share their personal experiences with the power poses (McShane, Davey, Rouse, Usher, & Sullivan, 2015).…”

Mirrors, portraits, and member checking: Managing difficult moments of knowledge exchange in the social sciences.

“…Moreover, reflexive use of member checks may be challenging in relation to quantitative research, however has the merit of avoiding the assumption that stakeholders always are transparent to themselves or, indeed, are always fully informed (Bygstad & Munkvold, 2007). Indeed, manipulation checks and, as mentioned in the introduction, debriefing itself can be viewed as a form of member checking with the modest proviso that it is conducted in such a way as to gain also feedback on the study (McShane et al, 2015). Hence, practical strategies for tackling such issues can be suggested, many of which are not particularly labour-intensive.…”