Helping without harming: the instructor's feedback dilemma in debriefing--a case study.

@article{Rudolph2013HelpingWH,
  title={Helping without harming: the instructor's feedback dilemma in debriefing--a case study.},
  author={Jenny W. Rudolph and Erica Gabrielle Foldy and Traci Robinson and S. DiSean Kendall and Steven S. Taylor and Robert Simon},
  journal={Simulation in healthcare : journal of the Society for Simulation in Healthcare},
  year={2013},
  volume={8 5},
  pages={304-16}
}
INTRODUCTION Simulation instructors often feel caught in a task-versus-relationship dilemma. They must offer clear feedback on learners' task performance without damaging their relationship with those learners, especially in formative simulation settings. Mastering the skills to resolve this dilemma is crucial for simulation faculty development. METHODS We conducted a case study of a debriefer stuck in this task-versus-relationship dilemma. DATA The "2-column case" captures debriefing… CONTINUE READING
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