Module 3

Topics:

1. Understanding Different Professional Communication Styles

2. Effective Teamwork and Collaboration in Research Settings

3. Verbal and Non-Verbal Communication Techniques

4. Conflict Resolution and Negotiation Skills

5. Writing Professional Emails and Reports

Activities:

Pre-learning: Complete TeamSTEPPS Canada Module

Simulation Scenarios for Role-Playing and Observation

Instructions for the Class:

In each simulation, two students will role-play the situation, with one acting as the mentor and the other as the mentee. The remaining five students will observe the interaction and will be divided into two groups:

• Group 1 will consist of 3 students, and Group 2 will consist of 2 students.

After Each Role-Play:

• Group 1: Focus on the mentor’s perspective. What mistakes did the mentor make, and how could they have handled the situation better? What strategies could the mentor use to avoid this issue in the future?

• Group 2: Focus on the mentee’s perspective. What could the mentee have done differently to avoid the situation? What strategies could the mentee adopt to communicate or manage their tasks more effectively?

• For each scenario, the roles of the groups will switch, ensuring that both groups get equal exposure to both perspectives.

  • I have developed a schedule and I will let you know who is in what group and when.

• We will budget approximately 12 minutes for each simulation, including the role-play and group discussions.

Scenario 1: Missed Deadline for Literature Review

Stem Scenario:

• Issue: A research supervisor assigned a task to their mentee to prepare a literature review outline or first draft for an upcoming meeting. However, the task was not completed on time because the supervisor did not set a firm deadline.

• Roles:

  • Mentor: You are surprised that your student hasn’t completed the task you expected for this meeting. You now realize you didn’t set a clear deadline, only suggesting that the work should "try to be done" by the next meeting.

  • Mentee: You did not prioritize the task because there was no firm deadline. You understand that your mentor is disappointed, but you didn’t feel like it was urgent.

Scenario 2: Requesting Feedback Last Minute

Stem Scenario:

• Issue: A student requested feedback on their research proposal one day before the deadline, despite a clear rule that feedback should be requested at least one week in advance.

• Roles:

  • Mentor: You received a last-minute request for feedback, even though you made it clear that feedback must be requested one week in advance. You feel it’s unfair to the other students to make an exception, but you also want to help your student.

  • Mentee: You are requesting feedback at the last minute. You realize it’s your fault for waiting, but you feel anxious about the proposal and hope your mentor will make an exception.

Scenario 3: Lack of Communication

Stem Scenario:

• Issue: A research student has not responded to emails or made any contact for several weeks, despite the mentor’s repeated attempts to reach out.

• Roles:

  • Mentor: You are concerned because your student has not responded to your emails for weeks, despite your repeated efforts to get in touch. You are unsure why there is no response and are worried it is affecting the student’s progress.

  • Mentee: You haven’t responded to emails because you’ve been overwhelmed by your workload. You feel ashamed for not communicating earlier and now don’t know how to re-engage.

Scenario 4: Unclear Project Objectives

Stem Scenario:

• Issue: A mentee is working on a small portion of a systematic review but doesn’t understand the overarching objectives of the project, making it hard for them to appreciate the significance of their work.

• Roles:

  • Mentor: You realize that you haven’t explained the bigger picture of the systematic review and that your student is struggling because they lack context for their work. You now need to provide more information about the overall goals of the project.

  • Mentee: You have been working on a small part of the systematic review but are confused about how it fits into the larger project. You feel lost and unsure how to contribute effectively.

Scenario 5: Assumed Prior Knowledge

Stem Scenario:

• Issue: A mentor explained a systematic review protocol, assuming the mentee had prior knowledge of what a systematic review is. The mentee became confused and didn’t understand the process or purpose.

• Roles:

  • Mentor: You explained the systematic review protocol in detail but later realized you assumed your student already knew what a systematic review was. You now need to clarify the basic concepts.

  • Mentee: You were confused during the explanation because you’ve never done a systematic review before, but you were hesitant to admit that you didn’t understand.

Scenario 6: Last-Minute Questions on Assignment Due Date

Stem Scenario:

• Issue: A student consistently sends questions about their assignments at the last minute on Fridays, just before the due date, resulting in poor performance and incomplete understanding of the material.

• Roles:

  • Mentor: You notice that your student frequently asks questions at the last minute, right before assignments are due, leading to poor performance. You want to address their time management and encourage them to seek help earlier.

  • Mentee: You often feel stuck and confused just before assignments are due, leading you to ask last-minute questions. You know it’s too late for meaningful help but still reach out.

Scenario 7: Failure to Ask for Assignment Details

Stem Scenario:

• Issue: A student submits assignments with incorrect titles and missing sections because they don’t seek clarification on assignment guidelines, resulting in incomplete or improperly formatted work.

• Roles:

  • Mentor: You have noticed that your student often submits assignments that are incomplete or incorrectly formatted because they don’t ask for clarification on basic instructions. You want to encourage them to ask questions earlier in the process.

  • Mentee: You’ve been submitting assignments with errors, such as missing sections or incorrect formatting, but haven’t asked your mentor for clarification because you didn’t want to seem unsure.

Scenario 8: Frequent Requests for Validation and ReassuranceStem Scenario

• Issue: A student is working on the first draft of her research proposal and frequently emails her supervisor for validation, asking if she is on the right track.

• Roles:

  • Mentor: You notice that your student frequently emails you for reassurance on the first draft of her research proposal. You understand that she might feel overwhelmed, as this is her first time writing a proposal at this level, but the frequent check-ins are impacting your time and the student’s ability to work independently.

  • Mentee: You feel anxious about whether you are meeting expectations on the first draft of your research proposal. This is your first time working on a proposal of this complexity, and you want to make sure your work aligns with your supervisor's expectations.