Comparar métodos
Examine os métodos selecionados lado a lado; as linhas que diferem ficam destacadas.
| Avaliação de Debriefing para Simulação em Saúde (DASH)× | Questionário de Prática Reflexiva (RPQ)× | |
|---|---|---|
| Área | Educação em saúde | Educação em saúde |
| Família | Process / pipeline | Process / pipeline |
| Ano de origem≠ | 2006 | 2000–2005 |
| Autor original≠ | Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer | Sobral, D. T.; Saarikoski et al. |
| Tipo≠ | Self-report observer-rated scale | Self-report questionnaire |
| Fonte seminal≠ | 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. DOI ↗ | Sobral, D. T. (2000). An appraisal of medical students' reflection-in-action. Med Educ 34(3): 182–187. link ↗ |
| Outros nomes≠ | DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale | Reflection Questionnaire, Reflective Learning Scale |
| Relacionados | 4 | 4 |
| Resumo≠ | 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 RPQ is a self-report instrument measuring the degree to which healthcare students and professionals engage in reflective practice—the deliberate examination of their clinical experiences, decisions, and actions to extract learning and improve future practice. Developed by Sobral and refined by Saarikoski and colleagues in the early 2000s, the RPQ assesses both the frequency and depth of reflection, including reflection-in-action (thinking while performing) and reflection-on-action (analyzing after the fact). The scale is used in nursing and medical education to evaluate whether students are developing critical thinking and self-directed learning habits that sustain professional growth. |
| ScholarGateConjunto de dados ↗ |
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