手法を比較

	ヘルスケアシミュレーションにおけるデブリーフィング評価（DASH）	専門職アイデンティティ尺度 (PIS)
分野	健康教育	健康教育
系統	Process / pipeline	Process / pipeline
提唱年	2006	2006
提唱者	Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer	Adams et al.
種類	Self-report observer-rated scale	Self-report questionnaire
原典	Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There's no such thing as 'nonjudgmental' debriefing: A theory and method for debriefing with good judgment. Simul Healthc 1(1): 49–55.	Adams, K., Hean, S., Sturgis, P., & Clark, J. M. (2006). Investigating the factors influencing professional identity of first-year health and social care students. Learn Health Soc Care 5(2): 55–68.
別名	DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale	Healthcare Professional Identity, Disciplinary Identity Assessment
関連	4	4
概要	The DASH is a 20-item observer-rated instrument measuring the quality of debriefing—the structured, facilitated reflection following a healthcare simulation activity. Developed by Rudolph, Simon, and Raemer in 2006 at Massachusetts General Hospital, the DASH evaluates the debriefing facilitator's ability to create a psychological safety environment, elicit reflection on events, establish learning objectives, and foster insight into clinical decision-making. The scale is widely used in medical and nursing education to assess the fidelity and effectiveness of simulation-based learning experiences.	The PIS is a self-report questionnaire measuring healthcare students' sense of professional identity, belonging, and commitment to their chosen discipline. Developed by Adams and colleagues in 2006, the PIS assesses the degree to which students have internalized professional roles, values, behaviors, and career commitment. The scale measures both cognitive elements (knowledge of professional standards and scope of practice) and emotional elements (sense of belonging, pride in discipline). The PIS is used in healthcare education to track professional identity development over training, identify students at risk of attrition, and evaluate the impact of socialization experiences on disciplinary commitment.