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Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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Influence of Simulation-based Training on Reflective Practice.

John A Aitken1, Elisa M Torres1, Seth A Kaplan1

  • 1Psychology Department, George Mason University, Fairfax, Virginia, USA.

BMJ Simulation & Technology Enhanced Learning
|September 6, 2021
PubMed
Summary
This summary is machine-generated.

Participation in simulation-based training (SBT) positively impacts healthcare professionals' reflective self-appraisal. This association holds regardless of training content or mandatory participation, highlighting SBT's role in fostering reflective practice.

Keywords:
Reflectionreflective practicesimulation-based training

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Area of Science:

  • Medical Education
  • Healthcare Professional Development
  • Adult Learning Theory

Background:

  • Simulation-based training (SBT) is typically assessed by skill transfer, neglecting its impact on reflective practice.
  • Reflection is a cornerstone of adult learning, yet its integration into SBT evaluation is infrequent.
  • This study investigates the association between engagement in SBT and the cultivation of reflective practice.

Purpose of the Study:

  • To examine the relationship between the extent of participation in simulation-based training and the level of reflective self-appraisal among healthcare professionals.
  • To determine if specific features of SBT, such as reflection components or mandatory participation, moderate this relationship.

Main Methods:

  • A survey was administered to 81 healthcare professionals.
  • Participants reported their number of SBTs in the past two years and details about training content and administrative aspects.
  • Reflective practice was measured via self-appraisal.

Main Results:

  • A positive association was found between the number of SBTs and reflective self-appraisal.
  • This relationship was not influenced by whether SBTs included reflection components or were mandatory.
  • Facilitator presence was identified as the most crucial element for the overall learning experience in SBTs.

Conclusions:

  • Simulation-based training is important for fostering reflective learning mindsets in healthcare practitioners.
  • These reflective skills extend beyond the specific competencies addressed in the training.
  • Evaluating SBTs should consider their capacity to enhance reflective practice for broader application.