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Approaches to interpersonal conflict in simulation debriefings: A qualitative study
Amanda L Roze des Ordons1,2,3, Adam Cheng4,5, Jocelyn Lockyer6
1Department of Critical Care Medicine, Cumming School of Medicine, University of Calgary, Calgary, Canada.
Medical Education
|July 22, 2021
Summary
Simulation debriefers struggle with conflict mediation, highlighting the need for self-awareness and specific strategies. These approaches can enhance psychological safety and learning during simulation debriefing.
Area of Science:
- Medical Education
- Healthcare Simulation
- Qualitative Research
Background:
- Interpersonal conflict in simulation debriefing can hinder learning by threatening psychological safety.
- Debriefers often lack preparedness and evidence-based guidance for managing conflict in simulation settings.
Purpose of the Study:
- To describe debriefers' approaches to mediating interpersonal conflict among learners.
- To explore the triggers and methods used by debriefers when adopting mediation strategies.
Main Methods:
- Secondary analysis of qualitative data from 10 simulated debriefings and associated interviews.
- Thematic analysis was applied to identify debriefers' strategies for managing learner conflict.
Main Results:
- Debriefers reported challenges in conflict mediation and emphasized the importance of self-awareness.
- Identified mediation strategies include intervening, addressing power dynamics, reconciling differences, leveraging perspectives, circumventing, and shifting beyond conflict.
- Triggers for mediation involved psychological safety, emotional intensity, and opportunities for learning; strategies were applied flexibly.
Conclusions:
- Described mediation strategies support psychological safety in simulation debriefing.
- These findings can inform professional development for simulation educators on conflict management.
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