475 APPENDIX G Appendix G Incorporating Rapid-Cycle Deliberate Practice Into Your Simulation Toolbox: An Instructor Trainer Course Rapid-Cycle Deliberate Practice Introduction and Ground Rules Because rapid-cycle deliberate practice is a unique method of teaching health care teams, we have found that a focused introduction at the beginning of the training is integral to getting the team on board with the fast-paced nature of the training, as well as preparing them for the interruptions that occur during the training. We firmly believe that this is an invaluable and necessary portion of the curriculum, and instructors should practice how to address the structure of the training with the team before beginning the first simulation. The introduction should include psychological safety, describe the coaching technique and the purpose of the interruptions, and have them commit to owning their mistakes and practicing to improve their performance. Below, we have provided some tips and an example of scripting for new instructors. uni25B6 At some point, I will identify a stopping point, as I see something we need to highlight and focus on for feedback. At that point, you’ll stop, and you can go ahead and relax. I’ll give you some feedback, and then we’ll rewind and practice again—and again—until we get it perfect. uni25B6 You’ll get a chance to try performing the task multiple times, in the “right way.” uni25B6 At some point, once we’ve gotten good at the start and stop, I will just use the overhead microphone to say, “Stop.” I want to warn you ahead of time, so that you won’t be alarmed to hear it. It will be more like a “pause,” whereby I will give about 10 to 20 seconds of feedback overhead. I won’t come into the room, and we’ll just rewind and try again. uni25B6Include stories, such as the following story about figure skaters, to introduce the concept of the facilitator as coach: What we know about the world’s best figure skaters—what sets an Olympian figure skater apart from the tier just below theirs—is that they fall more in practice. They push themselves beyond their current limit, because they know that’s the only way to get to the next level. They also practice just as if it were “game time”—they know that what they do in practice is what they will do in competition. uni25B6When you do not have the right answer, own up to it: This is hard stuff, and I don’t have the right answer. As I’m observing you, I’m trying to figure this out too. I think I’ve come up with a strategy that’s worth a try. uni25B6 I am your coach—you want me to give you feedback on how to be better and faster in caring for your patients. uni25B6 We have years of experience in working on the choreography and doing this, both in simulation and in real life. You don’t have to create the “answers”—we already have them for you. So you get to focus on practicing it, not figuring it out. uni25B6Deliver K. Anders Ericsson’s deliberate practice “lecturette.” uni1F09 It takes 10,000 hours to be the world’s best: We’ll start with focused practice and have you do it again—and again and again.… uni1F09 Offer an encouraging environment: Remember, I’m trying to help you—I’m your coach! uni1F09 Prepare the learners for focused feedback: I am going to be specific about what I see you doing incorrectly. It’s natural to feel defensive, but try to shake that feeling off and be a sponge—take it all in! NeoSim.indb 475 2/21/21 12:13 PM
Previous Page Next Page