Professional Experience Placement

This article about providing debrief in simulation situations where instructors may feel caught in the task-versus relationship dilemma. The authors reported a case study methodology to demonstrate the dilemmas and the assumptions surrounding these situations. Much of the learning a can be applied to providing feedback within the clinical environment. Rudolph, Foldy, Robinson, Kendall, Taylor and Simon (2013) conclude that the dilemma can be resolved by having generous inferences about learners, meaning that learners are resilient and capable even when they make mistakes. They can assist learners by letting them know that mistakes are normal and moving the critique to a shared view of how to function as a team, rather than individuals. In the clinical environment it is different as the scenario is in real-time with a patient or client, and usually cannot be stopped to reinforce a learning moment. However, there are opportunities after the event to discuss lessons learned or improvements that could be made, along with the strengths in the interactions or activity. Keeping the tenet of resilience and capacity of the leaner in mind will augur well for ensuring feedback is accurate, timely, specific and honest.

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