Create a sense of security | • Be supportive. • Be empathic. • Be compassionate. • Be transparent. • Be patient. • Have a sense of humor. • Make it fun. • Treat us as individuals. • Be structured yet responsive to the needs of the group. • Adjust your training style when needed (e.g., work with us on a one-to-one basis if we are struggling). • Facilitate our autonomy within a given structure. • Provide feedback, especially if something has not gone well. • Contact us if we are not performing according to expectations. Give us a chance to fix it. • Feedback supported by video can be the most helpful proof for us to see and hear how we are doing. • Create a culture of openness so we can identify areas of strength and disclose any concerns (e.g., not being able to memorize something the way we used to). • Let us turn down work if we are not up to it or do not want to do it without fearing this choice will affect our standing in the program. |
Adapt to our changing abilities | • Provide thorough instructions. • Provide clear information. • Simplify the details in the scenario. • Avoid unnecessary discussions/distractions during role training. • Develop scenarios that do not have to be memorized. • Provide “buzz” words (e.g., words that are easy for us to remember within the script). • Allow us to draw on our own experience to fill in certain role details, if possible. • Create routines that help us to remember (e.g., give us the same role). • Provide alternative ways for us to work (e.g., trigger videos) that do not stress us or tax our memory. • Give us simpler scenarios if you notice that we are struggling to memorize things. • Send out the invitation for our next assignment well ahead of time. • Recognize that we need a longer time to prepare than we used to. • Do not give us too many assignments in too short a time. • Let us choose how often and how long we work. • Two hours is a good length of time for our involvement in a session, especially if we must give feedback. • Giving feedback gets difficult when we work with too many students in a row during a session. • Do not ask us to come in too often. |
Acknowledge our contributions | • Tell us when we do a good job. • Provide us with an overall summary of where our work is being used. • Let us know the impact of our work. • Invite us to sessions where our work is being. used/discussed (e.g., at grand rounds) so we can see the impact of our work. • Show us how the work we are doing fits into the larger educational context. |
Provide opportunities for us to stay connected | • Find even more ways for us to contribute. • Provide opportunities for us to develop our skills. • Provide more opportunities for us to network/build relationships with each other. • Keep in regular contact with us (e.g., newsletter) even if we are no longer active. • Let us know if there are lags in work so we do not think that you have forgotten about us or the program has stopped running. |