Influence of simulation-based training on reflective practice

Abstract

Simulation-based training (SBT) is often evaluated based on the transfer of specific knowledge and skills. In contrast, the degree to which reflective practice is inculcated by SBT is rarely considered. Because reflection is a pillar of adult learning theories, we sought to examine the degree to which participation in SBT was associated with increased reflective practice. Eighty-one healthcare professionals completed a survey which included the number of SBTs they participated in during the past 2 years, content-related and administrative-related features of those SBTs and a key aspect of reflective practice (ie, self-appraisal). The number of SBTs healthcare professionals participated in during the past 2 years was positively associated with reflective self-appraisal. This relationship was neither moderated by the inclusion of reflection components in SBTs nor by the voluntary/mandatory nature of participation in SBTs. Furthermore, the facilitator was ranked as the most important feature of the overall learning experience in SBTs. Also, no significant differences were found between the number of technical skills based and non-technical skills based SBTs. These findings demonstrate the importance of evaluating SBTs for facilitating reflective learning mindsets that healthcare practitioners can apply beyond the specific skills trained by SBTs.