[Valerie Andrecyk]

Hi Elizabeth.

Thank you very much for your response. I have been able to find their article titled ‘Prebriefing for Cultural Humility’. I am also reading through their article titled ‘Teaching Equity, Diversity and Inclusion through Simulation: A New Science’. I would appreciate any resources you would like to send my way 🙂

My introduction to the prebrief was reading the article ‘Establishing a Safe Container for Learning in Simulation’ by Rudolph, Raemer and Simon, which has highlighted the importance of clarifying expectations, establishing a “fiction contract” with participants, attending to logistic details, and declaring and enacting a commitment to respecting learners and concern for their psychological safety. A quote that really resonated with me was “Importantly, psychological safety may not completely mitigate feelings of interpersonal risk. Rather, it tends to create a setting where learners feel safe enough to embrace being uncomfortable.”. Previously, I had made the concept of psychological safety synonymous with the absence of stress or anxiety. I now recognize that promoting psychological safety does not need to involve the removal of all stress-related responses, but to promote an environment where learners feel like safe to take risks. A tolerable level of physiologic activation can enhance performance, and removal of any challenge could be counter-productive. This again goes back to the importance of applying an appropriate amount of challenge and consequence for the level and experience of the learners you are working with.

I am very curious about how you prepare learners for the simulated experience. Do you assign readings or assignments prior to help prepare the learners? I have recently read about the positive effects of experts role-modelling the simulated experience, and how this observational learning can promote learning and transfer. In a podcast on Simulation 101, Dr Warwick Isaacson talks about completing a “round the room” during the prebrief to allow learners to discuss their experiences with the content of the simulation. For example, if the simulation was to review care of a chest tube, the facilitator would ask each participant what their experience was with chest tubes, what they knew about chest tube care, and what they felt their learning needs were related to chest tubes. They almost suggested integrating some discussion and active learning during the prebrief.

Looking forward to a great course!
Val

Rudolph, Jenny W. PhD; Raemer, Daniel B. PhD; Simon, Robert EdD. Establishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare 9(6):p 339-349, December 2014. | DOI: 10.1097/SIH.0000000000000047

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