Simulation Followed by a Reflection and Feedback Session in Medical Education
Christiana Kumalasari, Julie Caplow, Nicole Fearing, University of Missouri, Columbia, United States
IJICTE Volume 7, Number 2, ISSN 1550-1876 Publisher: IGI Global
This research study examines surgical residents’ perception of their learning after participation in a simulation followed by a reflection and feedback session. Eight first-year surgical residents participated in this study. A survey was administered prior their participation in the simulation, and individual interviews were conducted with all participants after the reflection and feedback session. Results of this study indicated that surgical residents make connections between prior knowledge and experiences while engaged in actions during the simulation and upon reflection after the simulation. Also, three areas of perceived learning were identified: (1) dealing with complexity; (2) dealing with distractions; and, (3) improvement of teamwork skills. The residents indicated that they were able to learn new strategies to address these complexities, distractions and improve teamwork for future, similar situations.
Kumalasari, C., Caplow, J. & Fearing, N. (2011). Simulation Followed by a Reflection and Feedback Session in Medical Education. International Journal of Information and Communication Technology Education, 7(2), 46-56. IGI Global.