[-] Show simple item record

dc.contributor.advisorCaplow, Julieeng
dc.contributor.advisorFearing, Nicole Marieeng
dc.contributor.authorKumalasari, Christinana Dewi, 1971-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 26, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Julie Caplow & Dr. Nicole Fearing.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2010.eng
dc.description.abstractThe purpose of this study was to examine differences between residents' perceptions of their learning after participation in a simulation, and residents' perceptions of their learning after participation in a simulation followed by a reflection and feedback session. Twelve first-year surgical residents participated in this study, and they were randomly assigned to one of three groups (named A, B, and C) with four participants in each group. Participants in groups A and C participated in a simulation followed by a reflection and feedback session, and participants in group B participated in a simulation only. The survey was administered prior to their participation in the simulation. A direct observation was conducted at each group's activities and discussions during the simulation sessions, and reflection and feedback sessions (for the applicable groups). Then, individual interview was conducted to each of participants after simulation session (for group B), and simulation followed by reflection and feedback session (for groups A and C) have completed. Results of this study indicated that the residents in groups A, B, and C were able to articulate areas of perceived learning. They were able to identify the problems of complexity, distractions, and teamwork; the residents in groups A and C were able to identify solutions for the problems based on the feedback they received during the reflection and feedback session. The identification of the problems were area of perceived learning for residents in all three groups, but the solutions provided as feedback during the reflection and feedback session is an additional area of perceived learning for residents in groups A and C.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentx, 170 pageseng
dc.identifier.merlinb77820022eng
dc.identifier.oclc654855162eng
dc.identifier.urihttps://hdl.handle.net/10355/8328
dc.identifier.urihttps://doi.org/10.32469/10355/8328eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshMedical education -- Study and teachingeng
dc.subject.lcshMedical education -- Computer simulationeng
dc.subject.lcshResidents (Medicine) -- Testingeng
dc.subject.lcshReflective learningeng
dc.subject.lcshCritical thinkingeng
dc.titleSimulation, reflection, and feedback in medical educationeng
dc.typeThesiseng
thesis.degree.disciplineInformation science and learning technologies (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record