Why is it so hard for healthcare educators to share what they actually think in a debriefing or feedback situation? Jenny shares the story of a participant in an anesthesia clinical simulation who helped guide her to be more transparent: “I’m often talking to providers on the worst day of their career, after a medical error has occurred. If I’m going to ask them to be honest with me about what they were thinking, the least I can do is be honest about what I’m thinking.”
Over the years training faculty in feedback conversations, we’ve run into many who ask, how is it helpful to tell my learner that I think they’re an idiot? But telling the person what you think honestly should not be your feelings or attributions about their character. It should be the impact of their actions, which exist at the level of concrete data.
Workout of the Week: Practice saying to people, “When you did x, it led to y.” One great feature about this workout is that you can use it for positive things! “When you stayed late to help me with that report, it lowered my stress level.”
Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822
Leadership Coaching from Jenny Rudolph: https://harvardmedsim.org/personal-leadership-coaching-with-jenny-rudolph/
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Why is it so hard for healthcare educators to share what they actually think in a debriefing or feedback situation? Jenny shares the story of a participant in an anesthesia clinical simulation who helped guide her to be more transparent: “I’m often talking to providers on the worst day of their career, after a medical error has occurred. If I’m going to ask them to be honest with me about what they were thinking, the least I can do is be honest about what I’m thinking.”
Over the years training faculty in feedback conversations, we’ve run into many who ask, how is it helpful to tell my learner that I think they’re an idiot? But telling the person what you think honestly should not be your feelings or attributions about their character. It should be the impact of their actions, which exist at the level of concrete data.
Workout of the Week: Practice saying to people, “When you did x, it led to y.” One great feature about this workout is that you can use it for positive things! “When you stayed late to help me with that report, it lowered my stress level.”
Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822
Leadership Coaching from Jenny Rudolph: https://harvardmedsim.org/personal-leadership-coaching-with-jenny-rudolph/
Curious Now #12: The Greatest Obstacle to Effective Learning Conversations
The Center for Medical Simulation
20 minutes 20 seconds
4 months ago
Curious Now #12: The Greatest Obstacle to Effective Learning Conversations
In decades of faculty and clinician training at the Center for Medical Simulation, we’ve identified one element of our approach to Good Judgment learning conversations that people have the most difficulty with. This obstacle can take what should be an insightful, curious inquiry and leave it with a defensive or confused learner. Similar effects happen in negotiations at point of care and feedback conversations. The greatest obstacle is this: clearly and transparently sharing what you think about the situation. There are many reasons why we struggle with this, from thinking that if we share what we believe, it will be too harsh or too threatening for the other person, to believing that sharing our point of view will be used against us and that it would be safer to try to unilaterally steer the discussion without it. In this week’s workout, you’ll be challenged to try sharing your underlying point of view in a situation where that feels vulnerable to you.
Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822
The Center for Medical Simulation
Why is it so hard for healthcare educators to share what they actually think in a debriefing or feedback situation? Jenny shares the story of a participant in an anesthesia clinical simulation who helped guide her to be more transparent: “I’m often talking to providers on the worst day of their career, after a medical error has occurred. If I’m going to ask them to be honest with me about what they were thinking, the least I can do is be honest about what I’m thinking.”
Over the years training faculty in feedback conversations, we’ve run into many who ask, how is it helpful to tell my learner that I think they’re an idiot? But telling the person what you think honestly should not be your feelings or attributions about their character. It should be the impact of their actions, which exist at the level of concrete data.
Workout of the Week: Practice saying to people, “When you did x, it led to y.” One great feature about this workout is that you can use it for positive things! “When you stayed late to help me with that report, it lowered my stress level.”
Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822
Leadership Coaching from Jenny Rudolph: https://harvardmedsim.org/personal-leadership-coaching-with-jenny-rudolph/
