Repeated Measures of Cognitive and Affective Learning Outcomes in Simulation Debriefing

Abstract

ticipants were assessed using the ink-Aloud Standardized Patient Examination instrument, which measured problem representation and solution generation. Acute care confidence survey was used to measure perceived self-efficacy.Results. e study found statistically significant gaps in early-stage measures of cognitive problem representation, but no difference was found in solution generation or perceived self-efficacy measures. Conclusion. is study reinforces the importance of debriefing in simulationbased education. Specifically, this study suggests that cognitive learning outcomes are variable during the problem-solving process, but affective learning outcomes are more fixed and may need more targeted debriefing.