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


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

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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.


Dana G. Trottier, PhD, 2024

ORCID Scholar ID# 0000-0001-5861-5022