Stimulating Reflective Practice Using Collaborative Reflective Training in Breaking Bad News Simulations

• Published in: Families systems & health Vol. 34; no. 2; pp. 83 - 91
• Main Authors: Kim, Lana, Hernandez, Barbara Couden, Lavery, Adrian, Denmark, T. Kent
• Format: Journal Article
• Language: English
• Published: United States Educational Publishing Foundation 01-06-2016; American Psychological Association, Inc; American Psychological Association
• Subjects: Collaborative Learning; Communication; Company business management; Debriefing (Psychological); Evaluation; Family Therapy; Health attitudes; Human; Humans; Information Dissemination; Internship and Residency - methods; Management; Medical Education; Medical personnel; Medical personnel and patient; Medical personnel training; Medical personnel-patient relations; Medical Residency; Patient Simulation; Physicians - psychology; Physicians - standards; Primary Health Care - methods; Reflectiveness; Simulation; Teaching - standards; Training; Truth Disclosure; Workforce; medical simulation; breaking bad news; collaborative reflective training (CRT); debriefing
• ISSN: 1091-7527; 1939-0602
• DOI: 10.1037/fsh0000195

Medical simulation has long been used as a way to immerse trainees in realistic practice scenarios to help them consolidate their formal medical knowledge and develop teamwork, communication, and technical skills. Debriefing is regarded as a critical aspect of simulation training. With a skilled debriefing facilitator, trainees are able to go beyond a rote review of the skills and steps taken to explore their internal process and self-reflect on how their experience during the simulation shaped their decision making and behavior. However, the sense of vulnerability is an aspect of experiential training that can raise a trainee's defensiveness. Anxiety increases when trainees anticipate being evaluated for their performance, or when the simulation scenario pertains to complex interpersonal activities such as learning how to break bad news (BBN), a commonly encountered aspect of medical practice with inadequate training. Thus, collaborative reflective training (CRT), developed out of ideas based in family therapy, was designed as an approach for facilitating open dialogue and greater self-reflection while receiving training in BBN. This article will discuss the conceptual framework of CRT, explain how it was developed, and describe the nature of how it was used with a team of neonatology and pediatric fellows and medical family therapy interns.