Abstract Manager

Workshop

WF1-3

Accept

I declare I have no actual or potential conflict of interest in relation to this program.

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Workshop

Practicing Structured Feedback For Clinician Teachers Through Simulation

The Advocacy-Inquiry(A-I) model of debriefing has been well described in the simulation literature and has been proposed as a framework for structured feedback. A-I has theoretical underpinnings in the ideas of Reflective Practice. This theory of learning suggests that the learner reflects on a gap or problem that may be identified during a new experience or unexpected difficulties encountered during a familiar experience. This reflection is rooted in a constructivist paradigm, where a learner integrates and interprets new knowledge in the context of past experiences, previous knowledge and attitudes. Giving learner feedback is one of the most important tasks of the clinician teacher. Very few teachers have the opportunity to be directly observed giving feedback, and to receive real-time constructive advice on their techniques. Our team aims to provide a safe and simulated environment, where participants will have a valuable simulated experience in giving feedback effectively, especially in more challenging scenarios.

In this workshop, we first provide a background on elements of effective feedback, and review A-I as a feedback technique. We bring trained standardized learners to the workshop (virtually or in-person). We allocate the majority of our time to small group case work. Participants will watch short videos of standardized learners performing a clinical task, then be asked to give them feedback in real time immediately afterwards. We start with a simple exercise to clarify the technique. We then move on to common challenging scenarios, including learners displaying professionalism issues and learners lacking insight. Experienced facilitators provide coaching and feedback to the participant and allow for opportunities of repeated attempts. Participants also benefit from receiving feedback directly from the standardized learners. The workshop is well suited to run in person or virtually, where participants will be organized into smaller groups with paired facilitator and standardized learner.

All teachers who provide feedback to learners.

At the end of the workshop participants will be able to: 1. Identify characteristics of effective feedback. 2. Define Advocacy-Inquiry as a technique for providing feedback. 3. Apply Advocacy-Inquiry technique with standardized learners in a simulated interaction.

Rudolph JW, Simon R, Dufresne RL, Raemer DB. There's no such thing as ''nonjudgmental'' debriefing: a theory and method for debriefing with good judgment. Simul Healthc 2006;1(1):49-55 Ingram JR, Anderson EJ, Pugsley L. Difficulty giving feedback on underperformance undermines the educational value of multi- source feedback. Med Teach. 2013;35(10): 838-846. Hargreaves DH, Southworth GW, Stanley P, Ward SJ. On-the-job training for physicians. London: Royal Society of Medicine Press, 1997

Feedback

Simulation

Advocacy-Inquiry

CPD (faculty development, CME)

Teaching and learning

Faculty Development

Yes

Yes

Yes

Yes

Yes

yes