Structured reflective sessions enhance knowledge and clinical skills in operating room technology students: a Solomon four-group study
Nasser Hassani Nia, Sahar Karami, Farimah Shahraki, Mahmoud Kohan · 2025
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Description
Nasser Hassani Nia, Sahar Karami, Farimah Shahraki, and Mahmoud Kohan test guided reflection sessions for operating room technology students, in a 2025 study. Training for the operating room is intense and procedural; lectures alone rarely build deep, transferable skill. Structured reflection — reviewing cases with prompts and feedback — is promising but barely studied in this specialty.
Sixty undergraduates took part in a Solomon four-group design, a layout that separates the effect of the sessions from the effect of pre-testing itself. Knowledge, hands-on skill, and satisfaction were compared across groups. If reflection adds real gains, programs could build it into clinical rotations cheaply. The four-group design also reassures skeptics that the gains are not a testing artifact.
Catalog record
| CREATOR | Nasser Hassani Nia, Sahar Karami, Farimah Shahraki, Mahmoud Kohan |
|---|---|
| YEAR | 2025 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 37 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |