TY - JOUR
T1 - The Effects of Reflective Pauses on Performance in Simulation Training
AU - Lee, Joy Y.
AU - Donkers, Jeroen
AU - Jarodzka, Halszka
AU - Sellenraad, Géraldine
AU - Faber, Tjitske J.E.
AU - van Merriënboer, Jeroen J.G.
N1 - Publisher Copyright:
Copyright © 2023 The Author(s).
PY - 2024/4/1
Y1 - 2024/4/1
N2 - Introduction: The reflective pause, taking a pause during performance to reflect, is an important practice in simulation-based learning. However, for novice learners, it is a highly complex self-regulatory skill that cannot stand alone without guidance. Using educational theories, we propose how to design cognitive and metacognitive aids to guide learners with the reflective pause and investigate its effects on performance in a simulation training environment. Methods: These effects are examined in four aspects of performance: cognitive load, primary performance, secondary performance, and encapsulation. Medical students (N = 72) performed tasks in simulation training for emergency medicine, under 2 conditions: reflection condition (n = 36) where reflection was prompted and guided, and control condition (n = 36) without such reflection. Results: The effects of reflective pauses emerged for 2 aspects of performance: cognitive load decreased and secondary performance improved. However, primary performance and encapsulation did not show significant difference. Conclusions: The results demonstrate that reflective pauses with cognitive and metacognitive aids implemented can enhance some aspects of performance. We suggest that to secure these effects, feedback during reflection and an adaptation period should be provided.
AB - Introduction: The reflective pause, taking a pause during performance to reflect, is an important practice in simulation-based learning. However, for novice learners, it is a highly complex self-regulatory skill that cannot stand alone without guidance. Using educational theories, we propose how to design cognitive and metacognitive aids to guide learners with the reflective pause and investigate its effects on performance in a simulation training environment. Methods: These effects are examined in four aspects of performance: cognitive load, primary performance, secondary performance, and encapsulation. Medical students (N = 72) performed tasks in simulation training for emergency medicine, under 2 conditions: reflection condition (n = 36) where reflection was prompted and guided, and control condition (n = 36) without such reflection. Results: The effects of reflective pauses emerged for 2 aspects of performance: cognitive load decreased and secondary performance improved. However, primary performance and encapsulation did not show significant difference. Conclusions: The results demonstrate that reflective pauses with cognitive and metacognitive aids implemented can enhance some aspects of performance. We suggest that to secure these effects, feedback during reflection and an adaptation period should be provided.
UR - http://www.scopus.com/inward/record.url?scp=85189375238&partnerID=8YFLogxK
U2 - 10.1097/SIH.0000000000000729
DO - 10.1097/SIH.0000000000000729
M3 - Article
C2 - 37094368
AN - SCOPUS:85189375238
SN - 1559-2332
VL - 19
SP - 82
EP - 89
JO - Simulation in Healthcare
JF - Simulation in Healthcare
IS - 2
ER -
