Measurable reflection in simulation: A pilot study

Abstract

Purpose Debriefing is considered a cornerstone in the success of simulated learning practices. For debriefing to be productive and meaningful, reflection of the learners is essential. Measuring reflection during debriefing has proven to be difficult. This study aimed to validate a reflection rubric based on Kolb's Theory of Experiential Learning and integrate the assessment tool into simulation debriefing practice. Methods This research was a non‐experimental mixed‐methods, sequential explanatory design. Validation for the rubric was accomplished by expert content review and an observation process. Students participated in a standardized patient simulation (SPS) portraying a patient with bipolar disorder. The SPS debriefings were recorded and thematically coded to determine the quality and level of reflection of the students according to the following rubric criteria based on Kolb's theory: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualism, and (4) Active Experimentation. A descriptive statistical analysis of student responses was applied. Results The Debriefing Reflection Rubric was successful in determining the level of reflection in the dental hygiene students; further descriptive results were evaluated by a thematic analysis of student responses (N = 173). Student responses demonstrated reflective observations and concrete experiences (n = 112); however, dental hygiene students demonstrated limited responses (n = 61) to abstract conceptualism and connecting their experience to future goals and experimentation. Conclusion The Debriefing Reflection Rubric, based on Kolb's Theory of Experiential Learning, was successful in measuring a learner's level and quality of reflection during a simulation debriefing.

Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase

“…Simulation is a technique that imitates real-life situations. It is utilised in several contexts, such as an educational process for students to implement learned skills and re-enact performances before the actual delivery to the healthcare system [ 1 , 2 ]. After the simulation, a follow-up procedure is needed for the reflective process of the students⁠ through debriefing procedures.…”

“…After the simulation, a follow-up procedure is needed for the reflective process of the students⁠ through debriefing procedures. Students can reflect, contemplate, and associate their physical performances during the simulation to fully grasp the cognitive interpretation of the scenario during the debriefing process [ 2 , 3 ]. Generally, a debriefing conducted right after a simulation scenario is more effective than one during the simulation in terms of knowledge and confidence [ 4 , 5 ].…”

“…In the process of simulated learning experiences, debriefing emerged as the foundation of the learning experience’s success [ 2 ]. Hence, debriefing can be a significant factor in achieving efficiency in experiential learning [ 10 – 12 ].…”

Correlates, motivating factors, and barriers of engaging in regular self-reflection among public health students in higher education—A mixed methods approach

“…For example, Lefroy et al reported the use of video-assisted reflection using realist methodology to improve students' ability to self-reflect ( 23 ). Other types of studies focused on validating rubrics for the purposes of evaluating the quality and depth of students' reflections ( 17 , 24 ). There was however a lack of studies to investigate the correlates, motivating factors and barriers to conducting regular self-reflection from the students' perspective.…”