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The Effects of Reflective Pauses on Performance in Simulation Training
Joy Y Lee1, Jeroen Donkers, Halszka Jarodzka
1From the Faculty of Governance and Global Affairs (J.Y.L.), Leiden University, The Hague; School of Health Professions Education (J.D., J.J.G.v.M.), Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht; Faculty of Education Sciences (H.J.), Open Universiteit, Heerlen; Faculty of Health, Medicine and Life Sciences (G.S.), Maastricht University, Maastricht; and Institute for Medical Education Research Rotterdam (T.J.E.F.), Erasmus University Medical Center, Rotterdam, the Netherlands.
Introduction:
The reflective pause, taking a pause during performance to reflect, is an important practice in simulation-based learning. However, for novice learners, it is a highly complex self-regulatory skill that cannot stand alone without guidance. Using educational theories, we propose how to design cognitive and metacognitive aids to guide learners with the reflective pause and investigate its effects on performance in a simulation training environment.
Methods:
These effects are examined in four aspects of performance: cognitive load, primary performance, secondary performance, and encapsulation. Medical students ( N = 72) performed tasks in simulation training for emergency medicine, under 2 conditions: reflection condition ( n = 36) where reflection was prompted and guided, and control condition ( n = 36) without such reflection.
Results:
The effects of reflective pauses emerged for 2 aspects of performance: cognitive load decreased and secondary performance improved. However, primary performance and encapsulation did not show significant difference.
Conclusions:
The results demonstrate that reflective pauses with cognitive and metacognitive aids implemented can enhance some aspects of performance. We suggest that to secure these effects, feedback during reflection and an adaptation period should be provided.
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