The Effects of Reflective Pauses on Performance in Simulation Training

Area of Science:

• Medical Education
• Simulation-Based Learning
• Cognitive Psychology

Background:

• The reflective pause is crucial in simulation-based learning but challenging for novices without guidance.
• Educational theories can inform the design of aids for effective reflective pauses.
• This study explores cognitive and metacognitive aids to support reflective pauses.

Purpose of the Study:

• To investigate the impact of guided reflective pauses on novice learners' performance in simulation training.
• To examine the effects on cognitive load, primary performance, secondary performance, and encapsulation.
• To apply educational theories in designing supportive cognitive and metacognitive aids.

Main Methods:

• Medical students (N=72) participated in emergency medicine simulation training.
• Two conditions were compared: guided reflection (n=36) and a control group (n=36).
• Performance was assessed across cognitive load, primary performance, secondary performance, and encapsulation.

Main Results:

• Reflective pauses significantly decreased cognitive load.
• Secondary performance showed significant improvement with guided reflection.
• No significant differences were observed in primary performance or encapsulation.

Conclusions:

• Cognitive and metacognitive aids effectively enhance specific aspects of performance during reflective pauses.
• Feedback during reflection and an adaptation period are recommended to maximize benefits.
• Guided reflective pauses show promise for improving learning outcomes in simulation training.