{"id":169,"date":"2022-02-25T12:29:55","date_gmt":"2022-02-25T17:29:55","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/simulation\/?post_type=back-matter&p=169"},"modified":"2022-02-28T17:21:03","modified_gmt":"2022-02-28T22:21:03","slug":"resources","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/back-matter\/resources\/","title":{"raw":"Resources on Feedback","rendered":"Resources on Feedback"},"content":{"raw":"As important as the experience of carrying out a role play may be, the opportunity to debrief and provide one another feedback is equally essential. Be sure to set time aside in the session for dialogue among the participants once the role play is completed. Quite often the debrief can last longer than the role play.\r\n\r\nThe Association of SP Educators<\/a> (ASPE) provides significant support in methods for scenario development and feedback within role play contexts. The following video provides an example of one way feedback could be carried out. Notice that when feedback is provided it includes an observation of learner behaviour and the impact of the behaviour on the individual role playing. Through this approach learner defensiveness may be reduced.\r\n\r\nhttps:\/\/youtu.be\/T1Tnfd8jY0g\r\n

Further resources on feedback and debriefing are found in the following articles:<\/h2>\r\nFanning, & Gaba, D. M. (2007). The role of debriefing in simulation-based learning.\u00a0<\/span>Simulation in Healthcare\u202f: Journal of the Society for Medical Simulation<\/i>,\u00a0<\/span>2<\/i><\/a>(2), 115\u2013125.\r\n<\/span>\r\n\r\nGonzalo, Heist, B. S., Duffy, B. L., Dyrbye, L., Fagan, M. J., Ferenchick, G., Harrell, H., Hemmer, P. A., Kernan, W. N., Kogan, J. R., Rafferty, C., Wong, R., & Elnicki, M. D. (2014). Content and timing of feedback and reflection: A multi-center qualitative study of experienced bedside teachers.\u00a0<\/span>BMC Medical Education<\/i>,\u00a0<\/span>14<\/i><\/a>(1), 212\u2013212.\r\n<\/span>\r\n\r\nKrogh, Bearman, M., & Nestel, D. (2016). \u201cThinking on your feet\u201d-a qualitative study of debriefing practice.\u00a0<\/span>Advances in Simulation (London)<\/i>,\u00a0<\/span>1<\/i><\/a>(1), 12\u201312.\r\n<\/span>","rendered":"

As important as the experience of carrying out a role play may be, the opportunity to debrief and provide one another feedback is equally essential. Be sure to set time aside in the session for dialogue among the participants once the role play is completed. Quite often the debrief can last longer than the role play.<\/p>\n

The Association of SP Educators<\/a> (ASPE) provides significant support in methods for scenario development and feedback within role play contexts. The following video provides an example of one way feedback could be carried out. Notice that when feedback is provided it includes an observation of learner behaviour and the impact of the behaviour on the individual role playing. Through this approach learner defensiveness may be reduced.<\/p>\n