Structured reflective sessions enhance knowledge and clinical skills in operating room technology students: a Solomon four-group study.

ABSTRACT:

Background and aim

Clinical education plays a critical role in preparing operating room technology students for high-stakes, procedure-intensive environments. However, traditional training methods often fail to promote deep, transferable learning and structured reflective habits. Importantly, the effectiveness of structured reflective sessions in operating room technology education remains underexplored. This study therefore aimed to evaluate whether structured reflective sessions improve theoretical knowledge, practical skills, and educational satisfaction among operating room technology students.

Materials and methods

We conducted a Solomon four-group quasi-experimental study to separate the effects of the reflection-based intervention, pre-testing, and their interaction.

SUBMITTER: Hassani Nia N 

PROVIDER: S-EPMC12825266 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature