Collegial conflict: experiencing attribution theory through simulation

Abstract

Context and setting Collegial conflict within health care environments takes its toll on patient safety, team functioning and the practitioner’s professional relationships. The perceptions and attributions that we assign to the behaviour of others often lead to unaddressed and unresolved conflict. Attribution theory suggests that individuals differ in their causal explanations and perceptions of behaviour and events, which may lead to collegial conflict. The application of an experiential learning module brings attribution theory to life using live simulation and reflective exercises. Why the idea was necessary Co-worker interactions are among the most essential and prevailing representations of organisational relationships across professions. Research has shown that patient outcomes are adversely affected by team conflict. As professionals, we are statistically more proactive and effective in approaching and resolving conflict with patients, clients and students than we are with our peers. What was done A needs assessment survey was originally conducted for mediators in the field of restorative justice regarding professional collegial tensions in the workplace. An interactive workshop was subsequently designed and developed using the survey results as a reference. The goal was to provide a visceral learning opportunity for practitioners with diverse reactions to conflict. Preliminary feedback from participating mediators pointed strongly to the potential educational value of this experiential methodology for health care and other professional settings. The workshop features a didactic component, live simulation and reflective problem-solving exercises, providing participants with a theoretical framework for developing a deeper understanding of attribution theory and its impact on collegial disputes. The dynamic conflict simulation provides participants with a facilitated opportunity to identify, practise and apply specific communication skills and strategies as they address the conflict at the core of the exchange. Participants are introduced to the history and circumstances of the dispute followed by a live simulation of the actual collegial conflict. The dispute escalates and is stopped by the facilitator at its most volatile point, allowing for observations, perceptions and assumptions to be discussed. Participants are then invited to assume either role and explore various communication approaches to begin an effective dialogue with their simulated colleague. Individual feedback is then provided, followed by a summative discussion. Evaluation of results and impact This interactive workshop has been delivered internationally and locally across a range of professional disciplines since early 2005. Fields of delivery have included health care and law, specifically, radiation oncology, neonatology, respiratory therapy, palliative care, mediation, negotiation and interprofessional faculty development. Participants have reported not only an increased understanding of the common characteristics of conflict stemming from the dispositional assignments of others, but also that taking an active role in the simulation process has enhanced their communication skills in approaching and addressing collegial disputes. Early results suggest that a simulated learning approach is an effective forum for teaching conflict resolution skills. Further research is necessary to explore the impact of such an intervention on competence and the retention of acquired skills in modelling, implementing and facilitating conflict resolution within interprofessional relationships.