ASME Poster Reflexivity Statement

Poster title: Embedding growth mindset in simulation-based education: insights from students entering clinical training.

As clinician-educators in medical education and clinical skills facilitation, we recognised that our professional backgrounds inevitably shaped the design, conduct, and interpretation of this study. Consistent with a constructivist paradigm, we understand knowledge as co-constructed through lived experience and refined through interaction within social contexts.

The topic guide was developed collaboratively, and facilitation strategies were agreed in advance to promote open, non-directive discussion. Following each focus group, we engaged in structured reflective debriefs to explore emerging impressions and consider how our assumptions may have influenced interpretation. Written reflective field notes were also maintained to capture immediate responses and support ongoing reflexivity.

Analysis was undertaken iteratively in discussion with a qualitative research supervisor, whose external perspective supported critical interrogation of emerging themes and enhanced analytical rigour