Stimulating Simulations: Framing and Debriefing Provocative In-Class Roleplays

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Session Type: Concurrent Sessions

Session Capacity: N/A

Hotel: N/A

Room: Franciscan C

Floor: Ballroom Level

Simulations and roleplays are used universally across clinics to actualize the three-part structure of clinical pedagogy: “prepare, perform, reflect.” Indeed, they have long been reliable workhorses for helping students prepare for real-life lawyering tasks. But our current polarized climate and sometimes polarized classrooms present new and unexpected challenges to our favorite standbys. Sometimes, our simulations inadvertently raise controversy or are met with student resistance. For example, students refuse to participate in simulations containing offensive facts or clients with goals that are incompatible with students’ personal ideologies. These challenges present an invaluable teaching opportunity: students might be asked to re-evaluate their preconceptions, engage in perspective-taking, or practice navigating the tension between personal and professional values. However, the precious class time used to explore these opportunities distracts from the exercise’s original pedagogical goals. Thus, it is important for clinicians to take special care when preparing for and debriefing simulations, particularly those with potentially provocative or sensitive content.
This session invites audience members to take a fresh look at their favorite simulations. Panelists will engage participants in an interactive discussion that will evaluate a number of simulations, including those brought by participants who are willing to share and panelist simulations that solicited unexpected reactions from our students. The session will explore whether and how to add content to simulations to bring out controversial issues and how best to frame, prepare students for, and debrief simulations to maximize constructive student learning.