Exploring the Construct of Psychological Safety in Medical Education
Exploring the Construct of Psychological Safety in Medical Education
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DOI：
10.1097/acm.0000000000002897
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发表时间：
2019-11-01
影响因子：
7.4
通讯作者：
Nimmon, Laura
中科院分区：
文献类型：
--
作者：
Hsiang-Te Tsuei, Sian;Lee, Dongho;Nimmon, Laura
目的心理安全（PS）被认为是卫生专业教育的关键。然而，大多数探索医学教育中 PS 的研究都集中在虐待上，因此关注的焦点是 PS 不是什么。作者着手在医学教育背景下明确探索学习者的 PS 概念，以更好地理解和定义 PS 及其对医学生的教育后果。方法这项描述性探索性研究是在同伴辅助学习 (PAL) 试点项目的背景下进行的。该项目将住院医生和医学生聚集在一起，进行 16 场半正式学习课程。来自 PAL 项目的八名医学生被招募进行半结构化访谈，以探索他们的 PS 经历。使用归纳法对成绩单进行主题分析，并在分析的后期阶段整合社会生态理论。结果学生将 PS 描述为没有受到评判。与同事和导师建立支持性关系可以提高 PS。学生的 PS 意识似乎让他们能够专注于当下的学习，而不用考虑自己在他人眼中形象的后果。安全感似乎也有利于与导师建立关系。结论 PS 感似乎可以使学习者摆脱不断地自我意识地表现出能力的形象。这使学习者能够专注于当前的学习任务。作者建议使用“教育安全”一词来描述一种关系结构，该结构可以捕捉学习者 PS 的本质。
PurposePsychological safety (PS) is recognized as key in health professions education. However, most studies exploring PS in medical education have focused on mistreatment, thus focusing on what PS is not. The authors set out to explicitly explore learners' concept of PS in the context of medical education to better understand and define PS and its educational consequences for medical students.MethodThis descriptive exploratory study was conducted in the context of a pilot peer-assisted learning (PAL) program. The program brought together residents and medical students for 16 semiformal learning sessions. Eight medical students from a PAL program were recruited for semistructured interviews to explore their experiences of PS. Transcripts were thematically analyzed using an inductive approach, and social ecological theory was integrated in the later stages of analysis.ResultsStudents described PS as not feeling judged. Having supportive relationships with peers and mentors improved PS. Students' sense of PS appeared to free them to focus on learning in the present moment without considering the consequences for their image in the eyes of others. Feeling safe also seemed to facilitate relationship building with the mentors.ConclusionsA sense of PS appears to free learners from constantly being self-conscious about projecting an image of competence. This enables learners to be present in the moment and concentrate on engaging with the learning task at hand. The authors propose that the term "educational safety" be used to describe a relational construct that can capture the essence of what constitutes PS for learners.