Knowing is not doing. We see this in two ways: through our learners and through ourselves. In our learners, there are numerous frameworks that we teach to achieve collaboration in healthcare that when applied in practice, dissolve over time as other factors come into play when performing a task. These factors are those of reality—factors that happen in our day-to-day practice, emotions that occur naturally and behaviors that happen as a result. And while these factors are naturally at play, they undermine our learners ability to apply what they know to do—making what we teach ineffective beyond the simulation room. When we see this in simulation, we are either frustrated (i.e., “I just told them not to do that!”) or excited (i.e., “that’s what we’re going to talk about in the debriefing!”).
BUT, do we realize that we, the educators, do the same things? We do things that we know not to do—behaviors that we teach to be ineffective (e.g. not speaking up when we teach speaking up). By studying ourselves, we can understand the nuances of applied learning to practice. When we can detect our own hypocrisy, it can allow us to tackle nuances by trying new things. And in tackling and overcoming nuances by successfully changing our behaviors despite factors of reality, we have now uncovered a better way to teach what we teach. I call this “authentic” education.
View more in the agenda.
This talk will focus on the current research that is ongoing in the area of virtual, mixed and augmented reality. The impact of this research will be discussed including work done in the area of teams, decision-making, perspective taking and overall outcomes.
Talk as joint social activity impacts communication practices, learning, and patient care. This session will explore the important role of talk in health professions education. I will outline how steering the talk of practice may occur through formal means but also through informal means by fostering psychological safety through supportive relationships and learning environments. Lessons learned from healthcare debriefing will help us identify ways to address the ‘process’ and ‘content’ of talk of clinical practice to promote learning and patient care. These lessons have practical applications for feedback conversations in the workplace.
Copyright © 2014 - 2017, NYSIM