ABSTRACT
In this chapter, we explore the organization of feedback in simulation-based team training for healthcare students at a Swedish university. The students in the investigated setting conduct team-training scenarios based on a patient simulator, after which their simulation performance becomes subject to joint discussion and feedback. The chapter considers instances in which instructors respond to prior critical feedback from students to peers. Prior studies have shown that peer feedback tends to be locally oriented and characterized by hedging and mitigation, whereas the feedback of instructors embodies a generalized stance that reframes local events in terms of professional considerations. In the chapter, we build on and qualify this characterization by (a) pointing out the relevance of students’ accounting practices in the delivery and reception of feedback and (b) showing how instructors address the generalizations inherent in student accounts and reframe them in terms of professional accountability. Socialization in healthcare settings includes not only the learning of different modes of conduct – it also operates at the level of accountability, addressing how the social and professional significance of conduct is constructed in accounts.
