Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2021 May;85(5):606-614.
doi: 10.1002/jdd.12506. Epub 2020 Dec 24.

Measurable reflection in simulation: A pilot study

Lindsay L Lundquist  1 , Lisa A Bilich  1 , Sarah C Jackson  1 , Kevin V Stevens  2 , Elizabeth J Tipton  3
Affiliations

Measurable reflection in simulation: A pilot study

Lindsay L Lundquist et al. J Dent Educ. 2021 May.

Abstract

Purpose: Debriefing is considered a cornerstone in the success of simulated learning practices. For debriefing to be productive and meaningful, reflection of the learners is essential. Measuring reflection during debriefing has proven to be difficult. This study aimed to validate a reflection rubric based on Kolb's Theory of Experiential Learning and integrate the assessment tool into simulation debriefing practice.

Methods: This research was a non-experimental mixed-methods, sequential explanatory design. Validation for the rubric was accomplished by expert content review and an observation process. Students participated in a standardized patient simulation (SPS) portraying a patient with bipolar disorder. The SPS debriefings were recorded and thematically coded to determine the quality and level of reflection of the students according to the following rubric criteria based on Kolb's theory: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualism, and (4) Active Experimentation. A descriptive statistical analysis of student responses was applied.

Results: The Debriefing Reflection Rubric was successful in determining the level of reflection in the dental hygiene students; further descriptive results were evaluated by a thematic analysis of student responses (N = 173). Student responses demonstrated reflective observations and concrete experiences (n = 112); however, dental hygiene students demonstrated limited responses (n = 61) to abstract conceptualism and connecting their experience to future goals and experimentation.

Conclusion: The Debriefing Reflection Rubric, based on Kolb's Theory of Experiential Learning, was successful in measuring a learner's level and quality of reflection during a simulation debriefing.

Keywords: dental hygiene education; educational assessment; educational measurement; health education; patient simulation.

PubMed Disclaimer

References

REFERENCES

    1. Asadoorian J, Schonwetter DJ, Lavigne SE. Developing reflective health care practitioners: learning from experience in dental hygiene education. Journal of Dental Education 201;75(4):472-484.
    1. Ng SL, Kinsella EA, Friesen F, Hodges B. Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review. Med Educ. 2015;49(5):461-475.
    1. Embo M, Driessen E, Valcke M, Van der V. Relationship between reflection ability and clinical performance: a cross-sectional and retrospective-longitudinal correlational cohort study in midwifery. Midwifery. 2015;31(1):90-94.
    1. Commission on Dental Accreditation. Accreditation standards for dental education programs. Chicago: American Dental Association, 2020.
    1. Sabus C, Macauley K. Simulation in physical therapy education and practice: opportunities and evidence-based instruction to achieve meaningful learning outcomes. Journal of Physical Therapy Education. 2016;30(1):3-13.

LinkOut - more resources