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Simulation Followed by a Reflection and Feedback Session in Medical Education
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Author(s): Christiana D. Kumalasari (University of Missouri, Columbia, USA), Julie A. Caplow (University of Missouri, Columbia, USA)and Nicole Fearing (University of Missouri, Columbia, USA)
Copyright: 2013
Pages: 14
Source title:
Learning Tools and Teaching Approaches through ICT Advancements
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-4666-2017-9.ch007
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Abstract
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.
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