Considering Face, Rights, and Goals

Abstract

The rapport between facilitators and learners contributes to a conducive learning environment during simulation debriefing, but a theory to guide rapport management (RM) is lacking. The RM model is a potentially relevant conceptual framework because it describes three interrelated components of rapport-face, rights, and goals-which, when threatened, affect the rapport between interactants. This critical review explores how studies in the simulation debriefing literature describing postevent facilitator-guided debriefing approaches can be viewed through the lens of the RM model. All 34 identified studies alluded to at least one component of rapport, with less than half alluding to all three. There is preliminary evidence that the management of all three components of rapport during debriefing may contribute to improving short-term learning outcomes. Future studies could explore how the RM model can be used to guide debriefing approaches in various contexts and clarify why or how these approaches work.

Cognitive Load Theory for debriefing simulations: implications for faculty development

“…For example, complaints about the simulation scenario design or realism are not uncommon. Addressing these learner concerns is paramount to maintaining rapport and trust [32]; however, it can also consume valuable facilitator mental resources especially when a facilitator might feel somewhat defensive about the scenario that they just facilitated. Other learner behaviours that can add workload to the debriefing include conversations that are tangential to the intended purpose of the discussion, or overly emotional learners.…”