#note/statement #project/experientialprebrief #project/done ## What's the big idea? "_The prebrief kicks of the relational interaction between the learning leader and the learners, thus should model that relationship based on the learning experience to come._" Zone 0 programs need to teach you how to interact with the program, how to learn from the program, how you will receive feedback, and how you should put that feedback to use. In a zone 1 course, teaching based, the teacher-learner relationship should lean towards telling. There will be opportunity to rehearse and be exposed to the equipment. The learning leader sets the stage, the rules, and the approach. - "Today I'm going to show you how to intubate, and you will have practice in various approaches and techniques - different blades, different equipment, different airway heads (infant, pediatric, adult, adult angio-edema)." We will use a mastery learning approach, here is the rubric. Here is a video showing you successful approach. - We will need you to lean in, to recognize the benefits and also limitations of the mannequins. I'll be teaching, and I'll hope that you will help me understand how my teaching is working for you. In Zone 2 Course: the teacher-learner relationship is coaching, offering options, allowing participants to try and experiment, asking good questions. - I'll be asking questions that prompt your consideration, I'll be offering solutions that you can experiment with. - Often learners want me to tell them what to do to be successful, but here we will be focusing on your individual needs which always takes some experimentation. - I'm hoping you'll try out my suggestions, and you'll be the one to decide what's successful. - What allows you to succeed when you're being coached? In zone 3 course, the teacher-learner relationship is [[facilitating]]. The prebrief should lean towards essential questions - We are here to explore and hopefully make progress towards answering some [[essential questions]]: - How does the leader of a team both direct and create the conditions for each team member speaking up and sharing their point of view? - How does our specialty culture influence our teaming behavior, and how do different specialty cultures work out their differences in the pressure and ambiguity of a crisis? - What questions do you have about teaming during emergencies? - In order to explore these questions, we will use different models of simulation learning and debriefing: - Lets discuss the [[essential questions]] of a learning team: - What conditions create the best learning team? - How do we balance the goals of doing our best with the goals of learning? ![[CleanShot 2023-03-21 at 06.33.49.jpg]] Longer courses such as HSE with multiple learning zones should spread this out over time, exposing the learners to elements of the prebrief as needed by the occasion. When possible, these should be brief activities that allow the learners to experience a low-stakes taste of the learning model, then discuss the conditions of learning that are most helpful. ## Source Roussin, C. J., & Weinstock, P. (2017). SimZones: An Organizational Innovation for Simulation Programs and Centers. _Academic Medicine_, _92_(8), 1114–1120. [https://doi.org/10.1097/ACM.0000000000001746](https://doi.org/10.1097/ACM.0000000000001746) Lecomte, F., & Jaffrelot, M. (2019). Prebriefing and Briefing. In _Clinical Simulation_ (pp. 471–482). Elsevier. [https://doi.org/10.1016/B978-0-12-815657-5.00034-6](https://doi.org/10.1016/B978-0-12-815657-5.00034-6)