Simulation-based learning: From theory to practice.
Comments on the article, ""Stimulating Reflective Practice Using Collaborative Reflective Training in Breaking Bad News Simulations," by Kim, Hernandez, Lavery, and Denmark (see record 2016-18380-001). Kim et al. are applauded for engaging and supporting the development of simulation-based education, and for their efforts to create an interprofessional learning environment. However, we hope further work on alternate methods of debriefing leverage the already inherent activation of learners that builds on previous experience, fosters reflection and builds skills. What is needed is the transference of learning theories into our educational research efforts that measure the effectiveness, validation, and reliability of behavior based performance change. The majority of breaking bad news (BBN) curricula limit program evaluations to reports of learner satisfaction, confidence and self-efficacy, rather than determining the successful translation of effective and humanistic interpersonal skills into long-term clinical practice (Rosenbaum et al., 2004). Research is needed to investigate how educational programs affect provider-patient-family interaction, and ultimately patient and family understanding, to better inform our teaching BBN skills. (PsycINFO Database Record
Department of Psychiatry, Medicine, and Surgery, University of Rochester Medical Center.
Lauren N
LN
DeCaporale-Ryan
Department of Psychiatry, Medicine, and Surgery, University of Rochester Medical Center.
Rita
R
Dadiz
Department of Psychiatry, Medicine, and Surgery, University of Rochester Medical Center.
Sarah E
SE
Peyre
D002983:Clinical Competence; D003479:Curriculum; D006801:Humans; D015203:Reproducibility of Results