Dental Hygiene Department, Eastern Washington University Spokane, Spokane, Washington, USA.
College of Nursing, Washington State University, Spokane, Washington, USA.
J Dent Educ. 2021 May;85(5):606-614. doi: 10.1002/jdd.12506. Epub 2020 Dec 24.
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.
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.
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.
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.
在模拟学习实践中，汇报被认为是成功的基石。为了使汇报富有成效和有意义，学习者的反思是必不可少的。在汇报过程中衡量反思已经被证明是具有挑战性的。本研究旨在验证基于 Kolb 体验式学习理论的反思量表，并将评估工具整合到模拟汇报中。
本研究为非实验性混合方法、顺序解释设计。通过专家内容审查和观察过程完成了对量表的验证。学生参与了一项标准化患者模拟（SPS），扮演一名患有双相情感障碍的患者。SPS 汇报被记录下来，并进行主题编码，以根据以下基于 Kolb 理论的量表标准确定学生的反思质量和水平：（1）具体经验，（2）反思观察，（3）抽象概念主义，和（4）主动实验。对学生的反馈进行了描述性统计分析。
汇报反思量表成功地确定了牙科卫生学生的反思水平；通过对学生反馈的主题分析进一步评估了描述性结果（n=173）。学生的反馈表现出了反思观察和具体经验（n=112）；然而，牙科卫生学生在抽象概念主义和将他们的经验与未来目标和实验联系起来方面表现出了有限的反应（n=61）。
基于 Kolb 体验式学习理论的汇报反思量表成功地衡量了学习者在模拟汇报中的反思水平和质量。
