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Developing Self-Evaluation Skills in Interprofessional Simulation Educators: A Multilevel Mixed-Methods Study

Trottier, Dana George
http://orcid.org/0000-0001-5861-5022
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1718722597917657

Abstract Details

2024, Ph.D., Antioch University, Antioch Seattle: Counselor Education & Supervision.
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.
Stephanie Thorson-Olesen (Committee Chair)
Michael Meguerdichian (Committee Member)
Katherine Fort (Committee Member)
326 p.
Adult Education; Continuing Education; Counseling Education; Curriculum Development; Educational Evaluation; Educational Psychology; Educational Theory; Health Care; Health Education; Instructional Design; Medicine; Mental Health; Nursing; Pedagogy; Social Work; Teacher Education
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

Recommended Citations

Citations

  • Trottier, D. G. (2024). Developing Self-Evaluation Skills in Interprofessional Simulation Educators: A Multilevel Mixed-Methods Study [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1718722597917657

    APA Style (7th edition)

  • Trottier, Dana. Developing Self-Evaluation Skills in Interprofessional Simulation Educators: A Multilevel Mixed-Methods Study. 2024. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1718722597917657.

    MLA Style (8th edition)

  • Trottier, Dana. "Developing Self-Evaluation Skills in Interprofessional Simulation Educators: A Multilevel Mixed-Methods Study." Doctoral dissertation, Antioch University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1718722597917657

    Chicago Manual of Style (17th edition)

antioch1718722597917657
70
© 2024, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.