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Ward, M.E.; Gruppen, Larry D.; Regehr, Glenn

doi:10.1023/a:1014585522084

Cited by 333 publications

(80 citation statements)

References 75 publications

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“…We excluded papers measuring Kirkpatrick Levels 1 and 2 outcomes because they focus simply on learner reactions and learning measured in a simulated environment. In addition, given the abundant literature on self-assessment inaccuracy,17,18 papers reporting solely self-assessment data and considered a Level 1 (reaction) outcome, were excluded.…”

Section: Methodsmentioning

confidence: 99%

Transfer of learning and patient outcome in simulated crisis resource management: a systematic review

Boet

Bould

Fung

et al. 2014

Can J Anesth/J Can Anesth

225

118

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PurposeSimulation-based learning is increasingly used by healthcare professionals as a safe method to learn and practice non-technical skills, such as communication and leadership, required for effective crisis resource management (CRM). This systematic review was conducted to gain a better understanding of the impact of simulation-based CRM teaching on transfer of learning to the workplace and subsequent changes in patient outcomes.SourceStudies on CRM, crisis management, crew resource management, teamwork, and simulation published up to September 2012 were searched in MEDLINE®, EMBASE™, CINAHL, Cochrane Central Register of Controlled Trials, and ERIC. All studies that used simulation-based CRM teaching with outcomes measured at Kirkpatrick Level 3 (transfer of learning to the workplace) or 4 (patient outcome) were included. Studies measuring only learners’ reactions or simple learning (Kirkpatrick Level 1 or 2, respectively) were excluded. Two authors independently reviewed all identified titles and abstracts for eligibility.Principal findingsNine articles were identified as meeting the inclusion criteria. Four studies measured transfer of simulation-based CRM learning into the clinical setting (Kirkpatrick Level 3). In three of these studies, simulation-enhanced CRM training was found significantly more effective than no intervention or didactic teaching. Five studies measured patient outcomes (Kirkpatrick Level 4). Only one of these studies found that simulation-based CRM training made a clearly significant impact on patient mortality.ConclusionsBased on a small number of studies, this systematic review found that CRM skills learned at the simulation centre are transferred to clinical settings, and the acquired CRM skills may translate to improved patient outcomes, including a decrease in mortality.Electronic supplementary materialThe online version of this article (doi:10.1007/s12630-014-0143-8) contains supplementary material, which is available to authorized users.

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Section: Methodsmentioning

confidence: 99%

Transfer of learning and patient outcome in simulated crisis resource management: a systematic review

Boet

Bould

Fung

et al. 2014

Can J Anesth/J Can Anesth

225

118

View full text Add to dashboard Cite

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“…In conclusion, we consider that Bscoring accuracy^(the degree of closeness from the SSA scoring to an external source) needs to be differentiated from Bcontent accuracy.^While the vast majority of SSA accuracy research has focused on the first (e.g., Brown and Harris 2013), there is a need to study the latter which is, in our point of view and that of others (Ward et al 2002), of greater importance. We recommend that while simple studies of Bscoring accuracym ay be needed in some teaching contexts, there is a greater need to explore the interaction of SSA with variables that impact scoring accuracy.…”

Section: Factors Associated With Increased Accuracy In Ssamentioning

confidence: 99%

“…While it can be argued that there is no objective truth to be used as a yardstick against which self-assessment could be measured (see for a discussion on this topic Tan 2012b; Ward et al 2002), it is socially agreed, at least in education, that the realism of a self-assessment can be determined by the alignment of that self-judgment with performance on an externally administered test or task or against the judgments of appropriate content experts, such as teachers or even peers (Topping 2003). As an example of validating student perceptions with tested performance, consider research into memory of learning, known as BJudgment Of Learning^(JOL) (Nelson and Dunlosky 1991;Dunlosky and Nelson 1994;Meeter and Nelson 2003;Thiede and Dunlosky 1999).…”

Section: Implications For Researchmentioning

confidence: 99%

“…Reducing SSA to a score or grade judgment might not be as important to SSA accuracy as focusing on the Bcontent-matter^of the SSA (Ward et al 2002). In other words, it may be much more educationally powerful if students are accurate when describing the qualities of their work (i.e., its strengths or weaknesses that need to be improved) in terms of subject, discipline, or course Bcontent-matter^accuracy.…”

Section: Implications For Researchmentioning

confidence: 99%

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The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

2015

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This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy, and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students' expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students' expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field. Student self-assessment (SSA) most generally involves a wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign merit or worth to (i.e., evaluate) the qualities of their own learning processes and products. This involves retrospective monitoring of previous performance (Baars et al. 2014) and reporting, hopefully truthfully, the quality of work completed. The purpose of this manuscript is to review what it is known and unknown about student self-assessment (SSA) after decades of research and, based on such evidence, highlight plausible lines of research that could make better known what we currently know is unknown. SSA has been extensively and vigorously recommended as an appropriate approach to student involvement in formative assessment, wherever the Bassessment for learning^reform agenda has been advocated (Berry 2011; Black and Wiliam 1998). Hence, it is important for education that we have a clearer understanding of SSA.While the field of empirical studies into SSA is increasing, it seemed timely to review what has been established in SSA since so many studies seem to only be replicating, in new contexts, what we already know about SSA. Hence, the purpose of this paper is to expand upon these known and unknown issues and consider plausible directions for future research. We consider that the known unknowns, which will be established in this review, are so substantial that our recommendations are unlikely to be a roadmap with clear signposts and indicators of progress. Rather, we consider that this paper functions more as a series of lighthouses highlighting well-trodden rocky shores and pointing out more profitable directions in which SSA research should head.SSA is an important skill for at least four reasons. First, students who are trained in SSA have shown an increase in their learning and academic performance Panadero et al. 2012;Ramdass and Zimmerman 2008). Additionally, accuracy (i.e., reliable and val...

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“…A majority of studies have concluded that a learner’s ability to self-assess accurately is quite poor. 15 Eva and Regehr 16 defuse this SDL paradox by recognizing that such fundamental skills required of SDL are not an inherently stable characteristic. Instead, one’s ability to self-assess is contextually bound and requires ongoing monitoring and incorporation of expert external evaluation to promote intrinsic SDL skills.…”

Section: Discussionmentioning

confidence: 99%

Mentor-Guided Self-Directed Learning Affects Resident Practice

Aho

Ruparel

Graham

et al. 2015

Journal of Surgical Education

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Objective Self-directed learning (SDL) can be as effective as instructor-led training. It employs less instructional resources and is potentially a more efficient educational approach. Although SDL is encouraged among residents in our surgical training program via 24-hour access to surgical task trainers and online modules, residents report that they seldom practice. We hypothesized that a mentor-guided SDL approach would improve practice habits among our residents. Design From 2011–2013, 12 PGY-2 general surgery residents participated in a six-week minimally invasive surgery (MIS) rotation. At the start of the rotation, residents were asked to practice laparoscopic skills until they reached peak performance in at least three consecutive attempts at a task (individual proficiency). Setting Trainees met with the staff surgeon at weeks three and six to evaluate progress and review a graph of their individual learning curve. All trainees subsequently completed a survey addressing their practice habits and suggestions for improvement of the curriculum. Results By the end of the rotation, 100% of participants improved in all practiced tasks (p < 0.05), and each reported that they practiced more in this rotation than during rotations without mentor-guided SDL. Six (50%) reported that their skill level had improved relative to their peers. Some residents (n=3) felt that the curriculum could be improved by including task-specific goals and additional practice sessions with the staff surgeon. Conclusions Mentor-guided SDL stimulated surgical residents to practice with greater frequency. This repeated deliberate practice led to significantly improved MIS skills without significantly increasing the need for faculty-led instruction. Some residents preferred more discrete goal setting and increased mentor guidance.

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Untitled

Cited by 333 publications

References 75 publications

Transfer of learning and patient outcome in simulated crisis resource management: a systematic review

Transfer of learning and patient outcome in simulated crisis resource management: a systematic review

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

Mentor-Guided Self-Directed Learning Affects Resident Practice

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