ERIC Number: EJ1212354
Record Type: Journal
Publication Date: 2019
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1947-380X
EISSN: N/A
Postprofessional Learners' Reflections after a Standardized Patient Encounter and Debriefing Session
Bush, Joshua M.; Walker, Stacy E.; Sims-Koenig, Kristen N.; Winkelmann, Zachary K.; Eberman, Lindsey E.
Athletic Training Education Journal, v14 n1 p55-63 Jan-Mar 2019
Context: Simulations are commonly used in medical education to facilitate instructional and assessment experiences for learners. Standardized patients (SPs) are a form of simulation with actors trained to present conditions that occur in health care. The most important feature in simulation-based education is feedback; one form of group feedback is debriefing, intended to improve learning, future performance, and patient outcomes. Objective: To explore reflections on learning after an SP encounter and debriefing session. Design: Action research design with consensual qualitative research tradition. Setting: One Midwestern University. Patients or Other Participants: Seventeen postprofessional doctor of athletic training students with no previous experience with SPs (age = 25 ± 4 years; male = 5, 29.4%, female = 12, 70.6%; highest degree earned professional bachelor's = 12, 70.6% and postprofessional master's = 5, 29.4%, experience = 24.8 ± 30.5 months). Main Outcome Measure(s): Participants completed 1 of 3 SP encounters and the following day engaged in a diamond-debriefing session. After both the SP encounter and debriefing session, participants completed a 5-item open-ended questionnaire. The open-ended questions asked participants to self-reflect on what they learned after the SP encounter and the debriefing session. The questions were evaluated by a panel of qualitative researchers for content and face validity. Consensual qualitative research data analysis approach was used to analyze all open-ended responses. Results: Our qualitative analysis revealed that reflections after both the SP encounter and debriefing session revolved around 3 overarching themes: organization of clinical exam, vulnerability, and patient-centered care. Conclusions: The SP encounter and diamond-debriefing technique did facilitate self-reflection and inform and motivate learners to alter their future approach to patient-centered care. Future research could explore if reflection would differ if it occurred immediately after an SP encounter or 1 day after SP encounter.
Descriptors: Simulation, Athletics, Allied Health Occupations Education, Experiential Learning, Feedback (Response), Reflection, Doctoral Students, Health Services, Clinical Experience
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A