The Effects of Reflective Pauses on Performance in Simulation Training (2024)

Lee, J. Y., Donkers, J., Jarodzka, H., Sellenraad, G., Faber, T. J. E., & van Merriënboer, J. J. G. (2024). The Effects of Reflective Pauses on Performance in Simulation Training. Simulation in healthcare : journal of the Society for Simulation in Healthcare, 19(2), 82-89. https://doi.org/10.1097/SIH.0000000000000729

Lee, Joy Y ; Donkers, Jeroen ; Jarodzka, Halszka et al. / The Effects of Reflective Pauses on Performance in Simulation Training. In: Simulation in healthcare : journal of the Society for Simulation in Healthcare. 2024 ; Vol. 19, No. 2. pp. 82-89.

@article{6504b97c1dac4e1b9dfa14c4f911a4b2,

title = "The Effects of Reflective Pauses on Performance in Simulation Training",

abstract = "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.",

author = "Lee, {Joy Y} and Jeroen Donkers and Halszka Jarodzka and G{\'e}raldine Sellenraad and Faber, {Tjitske J E} and {van Merri{\"e}nboer}, {Jeroen J G}",

year = "2024",

month = apr,

day = "1",

doi = "10.1097/SIH.0000000000000729",

language = "English",

volume = "19",

pages = "82--89",

journal = "Simulation in healthcare : journal of the Society for Simulation in Healthcare",

issn = "1559-713X",

publisher = "LIPPINCOTT WILLIAMS & WILKINS",

number = "2",

}

Lee, JY, Donkers, J, Jarodzka, H, Sellenraad, G, Faber, TJE & van Merriënboer, JJG 2024, 'The Effects of Reflective Pauses on Performance in Simulation Training', Simulation in healthcare : journal of the Society for Simulation in Healthcare, vol. 19, no. 2, pp. 82-89. https://doi.org/10.1097/SIH.0000000000000729

The Effects of Reflective Pauses on Performance in Simulation Training. / Lee, Joy Y; Donkers, Jeroen; Jarodzka, Halszka et al.
In: Simulation in healthcare : journal of the Society for Simulation in Healthcare, Vol. 19, No. 2, 01.04.2024, p. 82-89.

Research output: Contribution to journal › Article › Academic › peer-review

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

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.

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DO - 10.1097/SIH.0000000000000729

M3 - Article

SN - 1559-713X

VL - 19

SP - 82

EP - 89

JO - Simulation in healthcare : journal of the Society for Simulation in Healthcare

JF - Simulation in healthcare : journal of the Society for Simulation in Healthcare

IS - 2

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Lee JY, Donkers J, Jarodzka H, Sellenraad G, Faber TJE, van Merriënboer JJG. The Effects of Reflective Pauses on Performance in Simulation Training. Simulation in healthcare : journal of the Society for Simulation in Healthcare. 2024 Apr 1;19(2):82-89. Epub 2023 May 3. doi: 10.1097/SIH.0000000000000729