Background: Surgical programs tend to overlook nontechnical skills teaching, limiting opportunities to identify the best way to teach them. The present work reports our use of a nominal group ...technique (NGT) to evaluate the Promoting Excellence and Reflective Learning in Simulation (PEARLS) debriefing tool to foster nontechnical skills in trauma simulation courses. Methods: An NGT was used to evaluate the main strategies in PEARLS - self-assessment, focused facilitation, and provision of information. Seven experts had the opportunity to share their opinions in a survey and subsequent meeting. A descriptive analysis of experts' answers to the survey and during the meeting is reported. Results: Based on the online survey results, the self-assessment debriefing strategy was rated 4.83 out of 5 in relevance, the focused facilitation was rated 5 out of 5, and the provision of information was 4.5 out of 5. Experts agreed that PEARLS is sufficient and appropriate for fostering nontechnical skills and that all the debriefing strategies contained in PEARLS are valid and should be used. Further, experts agreed that the cards should be given to the instructors to help them conduct structured formal debriefings. A specific debriefing card for trauma scenarios was designed after these conclusions. The card has examples for questions and comments for a better debriefing, helping the instructor to use all PEARLS strategies. Conclusion: A nominal group of experts in education, simulation, and trauma support PEARLS strategies for nontechnical skills training in trauma courses. Therefore, we encourage the use of structured debriefing tools to unlock trainees' nontechnical skills in pediatric trauma courses.
Background: Lack of surgical apprenticeship caused by the COVID-19 pandedmic has limited learners preparation for residency and may impair their psychomotor competence. Using virtual reality ...simulation and videotelephony technology, we designed a telementoring opportunity for medical students interested in surgery to receive expert coaching for technical skill acquisition. The following report outlines this innovative approach and investigates its effectiveness. Methods: In a 3-week workshop, senior neurosurgery residents were trained to teach brain tumour resection techniques using the Objective Structured Assessment of Technical Skills (OSATS) rating scale and the Promoting Excellence And Reflective Learning in Simulation (PEARLS) debriefing guide for assessment and feedback, respectively. Medical students were recruited to participate in neurosurgical simulation training. Participants performed 5 tumour resections for practice and 1 complex tumour resection for skill evaluation. The intervention's effectiveness was measured and compared with a no-feedback control grroup using the final resection's blinded OSATS rating in a randomized controlled trial. Results: Good interrater reliability (intraclass correlation coefficient = 0.84) was achieved, and the OSATS scale demonstrated good internal consistency (a = 0.82). Forty-seven medical students from 4 institutions were randomly assigned to instructor (n = 23) and control (n = 23) groups. In the instructor group, live on-screen performance of participants was assessed remotely with verbal debriefing provided upon completion of each practice resection. No performance assessment or feedback was provided to the control group. Blinded OSATS assessment showed that instructor feedback significantly enhanced respect for tissue (p = 0.027), economy of movement (p = 0.024), and instrument handling (p = 0.012). Conclusion: Residents were engaged in providing effective assessment and feedback in remote-based simulation training for undergraduate medical students.
Oncology Nursing Practice Patient falls remain a challenge in hospitals despite implementation of evidence-based fall prevention strategies. Oncology patients possess unique risk factors that ...increase fall and related injury risks; however, they often underestimate their fall risk and ignore safety precautions provided by staff. Increase in oncology specific knowledge relating to falls can enhance both patient and staff understanding of predictive risk factors, leading to implementation of fall prevention strategies that increase compliance and efficacy. The purpose of this project was to (a) reduce falls on two oncology units by using an interactive, reflective teaching format specific to the oncology population, (b) increase staff knowledge on patient fall perceptions, and oncology fall predictors, (c) increase staff confidence with providing fall education. Staff completed a pre and post survey to measure feelings towards current knowledge of falls and practice application confidence. All staff, regardless of role, were required to attend and participate in the Quality Symposium series. Fall data from both units presented various attributing factors, including patient demographics; time, day, and location of fall; event occurring during fall; compliance to prevention strategies. Case data from unit falls were used to facilitate group sessions for Hester Davis scoring assessments. We compared the documentation from falls to practice exercise documentation. Discrepancies in scoring led to practice reflection and pinpointing rationale for potential variances in scores, thus highlighting the importance of patient engagement in assessment for fall risk scoring. Oncology specific risk factors, patient perceptions to fall prevention, oncology fall predictors, and effectiveness of patient tailored education were highlighted in the literature review. Post survey results revealed that use of a mandatory, interactive, and reflective teaching session significantly increased staff feelings of competence in fall risk scoring, understanding patient perceptions, knowledge of oncology fall predictors, and perceived ability to give population tailored fall education. Since intervention, there has been a 16.7% decrease in total falls and 50% decrease of injury related to fall compared to 2021 on one oncology unit; the second unit has had a 50% decrease in total falls, but no changes in incidence of injury related to fall. This education dissemination format may empower staff to identify barriers and solutions to other nurse sensitive indicators through multidisciplinary, reflective collaboration and consideration of oncology specific risk factors.
Reflective teaching, which has gained popularity and reattracted scholarly interest recently, can help practitioners of education gain new insights into their own practices by questioning their ...underlying assumptions, habits and perspectives and taking broader societal and political implications of their teaching. In a world where change has become an undeniable aspect of daily life, reflective teaching is particularly important considering its possible far-reaching contributions to the overall quality of teaching. Grounded in a mixed method embedded design, the current study was carried out to explore (1) overall levels of reflection of the participants, (2) whether certain variables (gender, degree, experience, certification and department) have an influence on the participants’ levels of reflection, (3) how reflection takes place, (4) what tools of reflection are employed by the participant. For the current study, the quantitative data was collected through the Reflective Teaching Questionnaire developed by Larrivee (2008). The questionnaire was administered to 100 instructors employed in the foreign languages departments of eight foundation universities in Turkey. The data obtained were analyzed using SPSS (26) for Windows. The qualitative study followed the quantitative phase and was carried out with the participation of 10 instructors in one of the foundation universities. The qualitative data was collected through the semi-structured individual interviews and content-analyzed by the researcher manually. The findings revealed that the participants’ perception of their reflection levels were positive. The results indicated that the majority of the participants reflected on their teaching pedagogically or critically, though in many cases the variables of the study did not seem to significantly affect their levels of reflection. The qualitative findings also indicate that reflection takes place before, during or after teaching, and diverse reflection tools are used by the participants. The qualitative findings also indicate that there are some contextual factors inhibiting or enabling reflection such as strict curriculum, workload, work environment and flexibility. When both the qualitative and quantitative data are considered together, it seems that the participants’ perception of their reflective practices are positive, but it is also clear from the results that reflection does not happen in a systematic and organized way. Finally, it is noteworthy to state that reflection levels seem to be dependent most on individual factors and choices, regarding that such variables as degree, experience, certification and experience often did not significantly impact reflection levels. To conclude, the present study contributes modest insights into reflective teaching practices in higher education ELT/EFL settings. Acknowledging the positive implications of reflection, the findings of the study related to how reflection takes place and what tools are used can help both researchers and practitioners in the field understand reflective teaching better.
This study investigates pre-service teachers' capacities to attend to, analyze, and respond to student thinking. Using a performance assessment of teacher competence, we compare two cohorts of ...science teacher candidates, one that participated in a video-based course designed to develop these skills and one that did not. Course participants demonstrate more sophisticated levels of attention to and analysis of student ideas. Analysis of the relationship among skills reveals that sophisticated analyses and responses to student ideas require high sophistication in attending to student ideas. However, high sophistication in attending to student ideas does not guarantee more sophisticated analyses or responses.
•We investigated two cohorts of teacher candidates in a preparation program.•One cohort was enrolled in a course to develop reflective skills using video.•Course participants attended to and analyzed student ideas differently.•Sophisticated analyses and responses required high sophistication in attending.•Significant relationships existed between attending and analyzing.
A teaching philosophy statement (TPS) is a brief, deeply personal narrative that gives insight into an educator’s perspective on the teaching enterprise. A TPS is typically comprised of a reflection ...on the educator’s values and beliefs, a description of what happens during the learning process, and statements about how teachers and learners ideally interact. Use of a TPS clarifies the bridge between theory/philosophy and practice which strengthens education as an interactive phenomenon and in so doing evokes an ethical purpose for the teaching-learning dynamic. This article describes the theoretical underpinnings of, and process for, an innovative framework occupational therapy educators can use to construct, implement, and evaluate a TPS based upon the beliefs, actions, and anticipated outcomes of their teaching. Creating and consistently using a TPS is an essential faculty development activity, one that nudges educators to be more deeply reflective and capable of building inclusive learning environments where every student is engaged and feels welcome as part of a community of learners.
Building on reflective practices and action taking as cornerstones of teacher education and professional development, we argue that epistemic reflexivity becomes a powerful tool for teachers to ...facilitate meaningful and sustainable change in their classroom teaching. In this introductory article, we provide an overview of epistemic reflexivity conceptualized in the 3R-EC Framework, briefly review key theories in teachers' personal epistemologies, and introduce the four core articles that compose this special issue entitled "Changing Epistemic Cognition in Teaching and Teacher Education: A Focus on Reflection and Reflexivity." Finally, we anticipate conceptual, empirical, methodological, and educational opportunities that arise from the 3R-EC Framework.
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