Measurable reflection in simulation: A pilot study.

Area of Science:

• Medical Education
• Healthcare Simulation
• Learning Theory

Background:

• Effective debriefing is crucial for successful simulated learning experiences.
• Learner reflection is essential for productive and meaningful debriefing.
• Assessing reflection during debriefing has been a significant challenge.

Purpose of the Study:

• To validate a reflection rubric grounded in Kolb's Theory of Experiential Learning.
• To integrate this assessment tool into standard simulation debriefing practices.
• To evaluate the rubric's efficacy in measuring learner reflection quality and level.

Main Methods:

• A non-experimental, mixed-methods, sequential explanatory design was employed.
• Rubric validation involved expert content review and observational processes.
• Recorded debriefings from standardized patient simulations (SPS) were thematically coded using Kolb's four experiential learning stages.

Main Results:

• The Debriefing Reflection Rubric successfully determined reflection levels in dental hygiene students (N=173).
• Students demonstrated strong performance in concrete experiences and reflective observations (n=112).
• Limited engagement with abstract conceptualism and active experimentation was observed (n=61).

Conclusions:

• The developed Debriefing Reflection Rubric is a validated tool for assessing learner reflection.
• The rubric accurately measures both the level and quality of reflection during simulation debriefings.
• Findings indicate a need to enhance abstract conceptualization and active experimentation components in simulation-based education for dental hygiene students.