You know, Nicole, there are times when we're in the middle of a complicated
procedure, and we'd like to get the learner more involved,
and we'd like them to actually do it, but it's hard [LAUGH].
It's hard especially when we're trying to point out the steps,
but the learner doesn't seem to be able to do it.
What were your thoughts when you watched that video?
>> Well, my initial reaction to that was the learner doesn't know enough
to accept or to accommodate the teaching that this teacher is doing right now,
so he's trying to teach her all of the minute steps, and all of the steps
of the dissection, and she doesn't really even have body position down yet,
and he can't let her go forward until she gets that down.
And so, my suggestion in that situation, is to take that as a needs assessment.
You've now done an in the field needs assessment.
You now know that the learner doesn't know enough to do this complicated dissection
of the nerves off of the prostate, so you're going to help her with positioning,
you're going to help her with use of instrument,
and you're not necessarily going to say this is
the operation where you're going to dissect the nerves off the prostate.
>> It's important to think about these things because the learner can become very
frustrated when they're not doing it, or they don't feel like they're doing it.
Are there any ways we can communicate with the learner to give the right instruction,
but also let them know, they're not going to do it until they're able to.
>> Right, I think you can say explicitly,
here are the steps of the things that you may be able to do.
I'm going to let you go up to the point where I see that
this is going to be a danger to the patient, and when it becomes, when it
looks to me as though it's a danger to the patient, I'm probably going to take over.
That doesn't mean that you failed, it means that next time you're going to go at
least one step further, and just leave it at that.
>> Those are great insights, thank you.
>> Thank you.