方法对比

	反思实践问卷 (RPQ)	医疗模拟中的汇报评估 (DASH)
领域	健康教育	健康教育
方法族	Process / pipeline	Process / pipeline
起源年份	2000–2005	2006
提出者	Sobral, D. T.; Saarikoski et al.	Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer
类型	Self-report questionnaire	Self-report observer-rated scale
开创性文献	Sobral, D. T. (2000). An appraisal of medical students' reflection-in-action. Med Educ 34(3): 182–187.	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.
别名	Reflection Questionnaire, Reflective Learning Scale	DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale
相关	4	4
摘要	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.	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.