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Dana G. Trottier, PhD is a 2024 graduate of the Phd Program in Counselor Education & Supervision, Antioch University, Seattle.
Dissertation Committee
Stephanie Thorson-Olesen, PhD, Committee Chair
Katherine Fort, PhD, LMHC, Committee Member
Michael Meguerdichian, MD, MHP-Ed, Committee Member
Keywords
formative self-evaluation, video-stimulated think-aloud, video review, debriefing, interprofessional education, counselor education, health professions education, healthcare simulation, multilevel mixed-methods, professional development, faculty development, self-assessment, simulation fellowship, educator development, video-assisted debriefing
Document Type
Dissertation
Publication Date
2024
Abstract
This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand how video-assisted learning tools contribute to self-evaluation skills from each level separately. A combined focus group and thematic analysis were utilized to identify facilitators and barriers to self-evaluation. Integrative case examples of developing self-evaluation skills are restoried for mixed analysis and data integration. Through which, meta-inferences are drawn out to understand the experiences, interactions, and mechanisms of the multilevel phenomenon. The results indicated that fellows generally overestimate their skills performance, and video-assisted learning tools support in the development of more realistic self-perception eliminating underestimation and closing the gap between perceived and actual performance. A model for interprofessional collaboration is proposed for scaffolded feedback practices to promote self-evaluation of skills and performance. Implications for counselor education, healthcare simulation, and health professions education are presented.
Recommended Citation
Trottier, D. G. (2024). Developing Self-Evaluation Skills in Interprofessional Simulation Educators: A Multilevel Mixed-Methods Study. https://aura.antioch.edu/etds/1028
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Adult and Continuing Education Commons, Counseling Psychology Commons, Counselor Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Health and Physical Education Commons, Instructional Media Design Commons, Nursing Commons
Comments
Dana G. Trottier, PhD, 2024
ORCID Scholar ID# 0000-0001-5861-5022