The Center for Medical Simulation

Ready to Work Creatively Whether Our Organization Likes It Or Not | Dare to Be Ready Live at #IMSH2026 Chris Roussin reacts to Tania Katan Keynote Lecture at #IMSH2026 on The Dare to Be Ready Podcast “You need to be different from the status quo to make change.” What does it mean to be called to innovate and work creatively in an organization that is ready and asking for it, versus in an organization that isn’t? Some organizations have leadership that is passionate about quickly squashing creativity. How do we help people to create change and create readiness in a new way without it feeling like we’re launching it at them from a consultant helicopter as we fly away? Some advice from the talk that verged away from rah-rah and into the practical that we really liked: 1) Think about a limitation that you have at work, and consider how that limitation could actually be an opportunity for you; 2) Say what your job title is and then imagine a job title more accurate and appropriate to what you do. More live reactions from Jenny Rudolph, Roxane Gardner, and Grace Ng coming in the next few days! #daretobeready #healthcaresimulation #medicine #nursing

Welcome to the Center for Medical Simulation’s Grand Rounds presentation of the new publication in Advances in Simulation, “The Advocacy Inquiry Rubric (AIR), a Standard to Build Debriefing and Feedback Skills”. Lead author Clément Buléon, an anesthesiologist based in Caen, France, joins CMS Senior Director of Innovation Jenny Rudolph and CMS Assistant Director of Instructional Design James Lipshaw, both co-authors on the paper, to discuss how the AIR can be used to give effective, efficient feedback on questions in debriefing and feedback conversations. Our belief is that this tool can be used like the DASH to help educators improve their own performance in learning conversations, as well as the performance of others. In addition to discussing the structure and use of the AIR, James presents a series of debriefer videos to Clement and Jenny, who then have to use the AIR to provide feedback to the debriefer. We hope to model how you can “see through the eyes of the AIR” to provide effective, standards-based feedback for educators. Watch the Grand Rounds here: Or listen on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822 #debriefing #healthcaresimulation #medicine #nursing

This week, Jenny and James discuss how organizations, not just individuals, can have hidden or implicit standards that are not spoken aloud. We look at how a tool like the new Advocacy Inquiry Rubric, or AIR, can help make excellent performance visible, learnable, and repeatable, and how explicit standards help us target what actually matters in performance and what we want to move toward as a shared goal. Workout of the Week: When you detect an implicit standard, say it out loud and make it explicit (but be sure to own that this is your perspective!). For example, “I believe that our standard in this unit is that if we need blood drawn from a patient, we start a new draw rather than using an existing IV.” #healthcaresimulation #nursing #medicine #debriefing Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822 Leadership Coaching from Jenny Rudolph: https://harvardmedsim.org/personal-leadership-coaching-with-jenny-rudolph/

We're taking this week off, but we'll have a new podcast on January 2nd, and the CMS media team will be in San Antonio from January 11-14 for IMSH 2026! We hope to see you there.

This week on Curious Now, we’re joined by an expert in the exploration phase of debriefing to help us better understand the “listen and explore” region of PAAIL. Bridget Van Gotten is a Learning and Design Strategist for the Zamierowski Institute for Experiential Learning at Kansas University Medical Center, and a 2015 alum of the CMS Healthcare Simulation Essentials: Design & Debriefing course. The KUMC team designed a new approach to exploration when they found that in simulation, learners were simply agreeing with the debriefer’s point of view rather than trying to contrast it with their own thoughts, especially when they were doing the right thing (i.e. “I did the correct thing because that’s the correct thing to do.”) A second major discovery was that learners at all experience levels were describing the same barriers to success, rather than having different needs at different levels. For example, both med students and attendings might describe the busyness of the code space as making it difficult to claim a leadership role during the case, often using the exact same words. Bridget coaches Jenny on how to conduct better explorations of learner thinking, in this case in a faculty development conversation about classroom management and maintaining the attention of learners. #healthcaresimulation #nursing #medicine #debriefing Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822 Leadership Coaching from Jenny Rudolph: https://harvardmedsim.org/personal-leadership-coaching-with-jenny-rudolph/