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Delivering simulation activities safely: What if we hurt ourselves?

journal contribution
posted on 21.04.2021, 01:09 by Anjum Naweed, Diane Dennis, Ben Krynski, Teresa Crea, Cameron Knott
Although a focus on the learner rightly remains in any teaching environment, the psychological safety of everyone involved in the conduct of experiential learning and critical academic scholarship is important. Education literature suggests that faculty are just as prone to psychological harm as their learners. This commentary describes adverse experiences from a simulation-based education event that took place at an Australasian interprofessional and cross-domain simulation workshop. Event facilitators explored the notion of the "safe container" but, in the process, were themselves exposed to psychological injury. We summarize an ostensibly complex simulation activity with unintended sequelae, the ethical concerns surrounding the faculty care, and from lessons learned, present an extended conceptualization of the safe container including broader parameters around the preparation of all involved in the delivery of simulation-based activities. Our goals in sharing this case is to encourage the community to become more vigilant regarding the unintended consequences of our simulation activities and to encourage open reporting and discussion of such incidents for the betterment of the field.

History

Volume

16

Issue

1

Start Page

60

End Page

66

Number of Pages

7

eISSN

1559-713X

ISSN

1559-2332

Location

United States

Publisher

Lippincott, Williams & Wilkins

Language

eng

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Curtin University; Western Australia; Real First Aid; University of Canberra

Author Research Institute

Appleton Institute

Era Eligible

Yes

Medium

Print

Journal

Simulation in Healthcare