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Student-centered reflection in simulation debriefings aligns with concept characteristics. Faculty and peer support are crucial for fostering students

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Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Healthcare Professional Development

Background:

  • Guided reflection during debriefing is vital for learning and clinical judgment development in healthcare education.
  • The literature on student-centered reflection within simulation debriefings is still developing.

Purpose of the Study:

  • To explore the concordance of student-centered reflection concept characteristics.
  • To describe student experiences with reflection during optimal simulation debriefings.

Main Methods:

  • A descriptive, mixed-methods study design was employed.
  • Quantitative data were collected from 175 participants (67% response rate).
  • Qualitative data were gathered through open-ended questions.

Main Results:

  • Quantitative findings confirmed participant concordance with student-centered reflection attributes, antecedents, and consequences.
  • Qualitative analysis revealed internal and external factors influencing student reflection.
  • A key theme was the importance of a safe, supportive environment created by faculty and peers.

Conclusions:

  • The study supports the concordance of student-centered reflection in simulation debriefings.
  • Findings offer insights into internal and external factors impacting student reflection.