まとめ
放射線科学プログラムの学生は 臨床環境よりも教室での心理的な安全性が高いと報告しています 2つの環境において,シニアの学生は,シニアの学生よりも心理的に安全だと感じます.
科学分野:
- 放射線科学教育
- 医学教育
- 医療専門職への訓練
背景:
- 心理的安全は 学生の学習と発達に不可欠です
- 放射線科学プログラムには,教室や臨床環境を含む多様な学習環境があり,それぞれが学生の幸福に影響を及ぼす可能性があります.
研究 の 目的:
- 放射線科学プログラムで生徒が経験する心理的安全のレベルを調査し比較する.
- 学習環境 (教室 vs. 臨床) と学生の学力レベル (ジュニア vs. シニア) が心理的安全性に影響を及ぼすかを特定する.
主な方法:
- 高精度シミュレーションにおける心理的安全性に関する改定されたスケールは,認定された放射線検査,超音波検査,放射線治療,MRI,核医学技術プログラムにおける学生に投与された.
- 心理学的安全性に関する収集されたデータを分析するために,記述的統計,分散分析 (ANOVA) とペア化されたtテストを使用した.
主要な成果:
- 心理的安全性スコアでは,クラスルームと臨床環境の間で統計的に有意な差がみられ,クラスルームで高いスコアが報告されました (P < .001).
- 高校生は,クラス (P = .03) と臨床 (P = .02) の両方で,初級生と比較して,著しく高い心理的安全スコアを示した.
- 高校生全体の心理的安全性スコアは,初級生よりも著しく高かった (P = .02).
結論:
- 心理的安全レベルは教室と臨床学習環境によって異なりますが,教室ではより一般的です.
- 学生の学力向上 (シニアとジュニア) は 心理的な安全性の向上と関連しています
- 教育者はこれらの発見を活用して 放射線科学教育における 学生の心理的安全性を高めるための ターゲットを絞った戦略を実施することができます
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