Reframing the Purpose of Immersion-Based Simulation Experiences in Dietetics Education with Empathy
Immersion-based simulation experiences are incredibly valuable pedagogical approaches for many reasons. Understanding–or, preferably, gaining an increased awareness of–some of the logistical concerns associated with managing a chronic illness is a significant strength of these educational experiences compared to didactic or more conventional efforts. However, educators must take great caution to help students contextualize their newfound understanding, striving to instill an appreciation for the inherent qualitative differences between clients while reducing potential threats, such as a false sense of knowing. This session highlights the approach of a two-part diabetes simulation experience in cultivating the technical skills associated with the treatment of diabetes while healthfully situating students’ new insights into what it is like to have diabetes.
- Describe the pedagogical benefits of a two-part immersion-based simulation experience.
- Explain how a false sense of knowing could threaten the practitioner-patient relationship.
- Demonstrate the value of defining empathy as an interactional process.
- 9.1.2 Identifies and works to minimize and overcome barriers to learning
- 8.2.3 Implements individualized services to reflect customer-centered approach as it pertains to the customers physical, social, cultural, institutional and economic environment.
- 2.2.2 Considers and respects the opinions, creativity, values, beliefs and perspectives of others.
Director of Nutrition and Business Operations / Dietetic Internship Director
Tufts University Friedman School of Nutrition Science and Policy