Repeated Measures of Cognitive and Affective Learning Outcomes in Simulation Debriefing.
Supplemental Digital Content is Available in the Text. Introduction.: To better support the development of domain expertise, there has been considerable interest in the instructional strategies that afford opportunities for problem solving. Simulation-based learning includes case-based activities th...
| Published in: | Journal of Physical Therapy Education (Lippincott Williams & Wilkins) Vol. 36; no. 2; pp. 133 - 139 |
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| Main Authors: | , , , |
| Format: | research tables/charts Journal Article |
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Lippincott Williams & Wilkins
Jun2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156980998&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 156980998 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08991855 LETN jtl: Journal of Physical Therapy Education (Lippincott Williams & Wilkins) issn: 08991855 maglogo: N pubinfo: dt: Jun2022 vid: 36 iid: 2 pid: 5086 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 156980998 156980998 156980998 10.1097/JTE.0000000000000233 156980998 ppf: 133 ppct: 6 formats: tig: atl: Repeated Measures of Cognitive and Affective Learning Outcomes in Simulation Debriefing. aug: au: Tawfik, Andrew A. Bradford, Jacque Gish-Lieberman, Jaclyn Gatewood, Jessica affil: associate professor of Instructional Design & Technology at the University of Memphis, and is the director for the Instructional Design &Technology Studio, Ball Hall (Office: 421D), 3798 Walker Ave Memphis, TN 38111. Please address all correspondence to Andrew A. Tawfik. sug: subj: Simulations Problem-Based Learning Reflection Cognition Outcomes of Education Evaluation Clinical Reasoning Education, Physical Therapy Education, Doctoral Self-Efficacy Human Repeated Measures Surveys Multivariate Analysis of Variance Pretest-Posttest Control Group Design Southeastern United States Young Adult Self Report Self Assessment Students, Physical Therapy Questionnaires Acute Care Education Descriptive Statistics ab: Supplemental Digital Content is Available in the Text. Introduction.: To better support the development of domain expertise, there has been considerable interest in the instructional strategies that afford opportunities for problem solving. Simulation-based learning includes case-based activities that support learners' transition into practice through experience and reflective debriefing. Review of the Literature.: Simulation-based learning serves as a means for learners to practice psychomotor, affective, and cognitive skills. Although the literature suggests this is an effective strategy for supporting problem-solving skills, much of the literature is focused on measuring cognitive outcomes within a single case. As such, very few studies have simultaneously investigated (a) how debriefing in simulation-based education supports problem solving and (b) the degree to which cognitive and affective learning outcomes are variable throughout the problem-solving process. Methodology.: To address this gap, this repeated-measures study examined the role of debriefing strategies in simulation-based learning experiences, which was designed to practice both cognitive and affective skills. In the control condition, participants were given 2 simulation-based laboratory instructional sessions and then assessed on cognitive (problem representation and solution generation) and affective learning (perceived self-efficacy) outcomes. In the comparison condition, participants engaged in debriefing sessions after each of the 2 simulation-based laboratory instructional sessions. For the cognitive outcomes, participants were assessed using the Think-Aloud Standardized Patient Examination instrument, which measured problem representation and solution generation. Acute care confidence survey was used to measure perceived self-efficacy. Results.: The study found statistically significant gaps in early-stage measures of cognitive problem representation, but no difference was found in solution generation or perceived self-efficacy measures. Conclusion.: This study reinforces the importance of debriefing in simulation-based education. Specifically, this study suggests that cognitive learning outcomes are variable during the problem-solving process, but affective learning outcomes are more fixed and may need more targeted debriefing. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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