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Related Experiment Videos

Delivering Simulation Activities Safely: What if We Hurt Ourselves?

Anjum Naweed1, Diane Dennis, Ben Krynski

  • 1From the Appleton Institute for Behavioural Science (A.N.), Central Queensland University, South Australia; Curtin University (D.D.), Western Australia; Sir Charles Gardiner Hospital (D.D.), Western Australia; Real First Aid Pty Ltd (B.K.), New South Wales; Centre for Creative and Cultural Studies (T.C.), University of Canberra, Canberra; Bendigo Hospital (C.K.), Victoria; Monash University (C.K.); Austin Health (C.K.); and University of Melbourne (C.K.), Victoria, Australia.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|May 7, 2020
PubMed
Summary

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Experiential learning requires psychological safety for both learners and faculty. This commentary highlights unintended psychological harm to facilitators during a simulation event, emphasizing the need for comprehensive safety measures.

Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Psychological Safety

Background:

  • Learner-centered approaches are standard in education.
  • Faculty are also vulnerable to psychological harm in teaching environments.
  • Simulation-based education (SBE) can have unintended negative consequences.

Purpose of the Study:

  • To describe adverse psychological experiences of facilitators during an interprofessional simulation workshop.
  • To explore ethical considerations in faculty care following such events.
  • To propose an expanded concept of the "safe container" in SBE.

Main Methods:

  • Case commentary detailing an adverse event in a simulation-based workshop.
  • Analysis of facilitator experiences and psychological injury.

Related Experiment Videos

  • Review of ethical implications and lessons learned.

    • Main Results:

    • Facilitators experienced psychological injury despite efforts to create a "safe container".
    • The simulation activity had unintended negative sequelae for those involved in its delivery.
    • Ethical concerns arose regarding the care of faculty experiencing harm.

    Conclusions:

    • Psychological safety must extend to faculty and facilitators in SBE.
    • An extended "safe container" concept is needed, encompassing preparation for all involved in SBE delivery.
    • Vigilance for unintended consequences and open reporting of incidents are crucial for improving SBE practices.