Enhancing Simulation Feedback
Overview
Simulation-based learning offers a powerful opportunity for skill development of learners in a controlled, safe, and reflective environment. The goal of feedback is to not only enhance learning outcomes but improve patient safety and future practices of learners. This webinar focuses on the critical role of simulated patients (SPs) providing both written and verbal feedback to learners. Emphasis will be placed on how SPs can provide empathic feedback that meets learners at their level and encourages skill advancement. This session is ideal for educators, facilitators, and team leaders aiming to maximize constructive and supportive feedback in simulation-based training.
Presented by Albany Medical College's Patient Safety and Clinical Competency Center
Heather Frenz, MS, CHSE
Executive Director
Alyson LaPan, MS
SP Program Supervisor
Clayton Ellis-Rardon
SP Program Assistant
Webinar Info
- Faculty Develoment, Innovate use of Simulation, New Technologies
- 1
- 1 hour 1 minutes
I like all the examples that were shared and given while providing the information. The information and tips and tricks were very helpful. I ended the webinar more knowledgeable than I was before I attended. This presentation was a good reminder that giving feedback is a constant work in progress for improvement and it takes everyone doing their part to do a good job.
Excellent seminar, I appreciated the expertise of all the presenters in the topic of SP feedback.
Great presentation in many respects–clearly delivered!
I appreciate that specific examples were shared when speaking to delivering feedback–it is one thing to passively read the prompts on the PP, it is helpful to describe how those prompts are actually implemented in a feedback session.
It reinforced several methods we are already using but also gave me some new approaches to implement.
The layout of the presentation was easy to follow. I really liked the conversation between the presenters and the adding of examples to put the information into context.