SIMULATION INTEREST GROUP
Empower Learning: Building Psychological Safety during Pre-Briefing in Simulation Education Afrah A Ali, MBBS FAAEM
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imulation-Based Medical Education (SBME) is a frequent modality utilized in undergraduate and graduate medical education. In emergency medicine, we have utilized SBME in different aspects of education varying from procedural skills on task trainers, to low and high-fidelity simulation for high acuity and low occurrence patient scenarios. Learning in simulation can be enhanced when performed in a psychologically safe environment. Psychological safety is a shared belief in a team that it is acceptable to speak up, make Pre-briefing during errors, and discuss them simulation serves without being shamed, as the introduction belittled, or humiliated. It phase that gives the is required to ensure effecfacilitator a platform tive team communication to set the tone for and debriefing. Pre-briefing the session.” during simulation serves as the introduction phase that gives the facilitator a platform to set the tone for the session. A thoughtfully constructed and implemented pre-brief can create a psychologically safe learning environment. Developing and Implementing the Pre-Brief
Clarity in Objectives and Expectations The session should have clear and concise objectives, which include the expectations and roles of the learners. Having clear and well-defined objectives not only enhances learner engagement but also improves the likelihood of achieving those goals. These should be communicated explicitly during the pre-brief. It should elaborate on whether the scenario is time-limited or action-related and the duration allocated for the session. Performance Outcomes Confidentiality and transparency surrounding learners’ performance are key components in establishing trust. Clarity and transparency regarding performance outcomes need to be communicated. Formative and summative assessments and the difference between those should be listed to learners.
Orientation to the Environment Orienting learners to the simulation environment such as the mannequin, its capabilities, and available resources helps them familiarize themselves. Logistics details of breaks, available restrooms, and other accommodations can put the learners at ease. Ensure learners understand simulation safety. Agreement to Fiction Contract Collaborative agreement with the learner to participate in an immersive simulation environment must be established. A fiction contract seeks the learner to play an active role in a simulated setting which is not real, but all efforts have been made by facilitators to ensure realism within the scenario. Basic Assumption The Center for Medical Simulation established the Basic Assumption Statement which has been essential in building the role of positive regard. Basic Assumption states, “We believe that everyone participating in simulation activities is intelligent, capable, cares about doing their best and wants to improve.” It aids in conveying a commitment to respecting learners and understanding their perspectives. Pre-briefing Script Example for a Code Resuscitation Simulation Scenario
Hello, I am “XYZ,” the course director for the simulation resuscitation course. I am going to be spending the next 10 minutes going over the dePsychological tails of our simulation safety is a shared session for today. Our belief in a team that it is course objective is for acceptable to speak up, you to communicate make errors, and discuss effectively as a team them without being while resuscitating a shamed, belittled, or patient in cardiac arrest. humiliated.” You will be working with the high-fidelity mannequin, which can be placed on cardiac monitors, and has established IV access. The case scenario will last 15 >>
COMMON SENSE SEPTEMBER/OCTOBER 2024
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