Background: Self-directed video-facilitated reflective practice is a debriefing approach that involves individuals viewing a video of their clinical simulation performance for self-improvement and enhancing understanding. Method: This study used a mixed-methods, pre/post, randomized control trial design, comparing student performance and satisfaction between video-facilitated and faculty-led debriefing. Results: There were no statistically significant differences between the intervention and control groups, although students improved more on clinical performance indicators after self-reflection. Conclusions: Video-facilitated reflective practice was shown to be equivalent to faculty-led debriefing. The method warrants further exploration of its effect on faculty workload and student performance improvement.