Helping Without Harming
| Autor: | Robert Simon, Steven S. Taylor, Traci Robinson, Jenny W. Rudolph, Sandy Kendall, Erica Gabrielle Foldy |
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| Rok vydání: | 2013 |
| Předmět: |
Models
Educational Epidemiology Feedback Psychological Health Personnel Teaching method Self-concept Medicine (miscellaneous) Education Task (project management) Formative assessment Judgment Interpersonal relationship Education Nursing Continuing Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Humans Interpersonal Relations Retrospective Studies Medical education Teaching Debriefing Psychology Educational Internship and Residency Competency-Based Education Self Concept Patient Simulation Dilemma Modeling and Simulation Workforce Education Medical Continuing Interdisciplinary Communication Educational Measurement Faculty development Psychology Program Evaluation |
| Zdroj: | Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. 8:304-316 |
| ISSN: | 1559-2332 |
| Popis: | Simulation instructors often feel caught in a task-versus-relationship dilemma. They must offer clear feedback on learners' task performance without damaging their relationship with those learners, especially in formative simulation settings. Mastering the skills to resolve this dilemma is crucial for simulation faculty development.We conducted a case study of a debriefer stuck in this task-versus-relationship dilemma.The "2-column case" captures debriefing dialogue and instructor's thoughts and feelings or the "subjective experience."The "learning pathways grid" guides a peer group of faculty in a step-by-step, retrospective analysis of the debriefing. The method uses vivid language to highlight the debriefer's dilemmas and how to surmount them.The instructor's initial approach to managing the task-versus-relationship dilemma included (1) assuming that honest critiques will damage learners, (2) using vague descriptions of learner actions paired with guess-what-I-am-thinking questions, and (3) creating a context she worried would leave learners feeling neither safe nor clear how they could improve. This case study analysis identified things the instructor could do to be more effective including (1) making generous inferences about the learners' qualities, (2) normalizing the challenges posed by the simulation, (3) assuming there are different understandings of what it means to be a team.There are key assumptions and ways of interacting that help instructors resolve the task-versus-relationship dilemma. The instructor can then provide honest feedback in a rigorous yet empathic way to help sustain good or improve suboptimal performance in the future. |
| Databáze: | OpenAIRE |
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