纵向综合实习的心理安全和问责制:一个双重机构的定性研究
Robyn A Latessa1,2, Shelley L Galvin3, Robert A Swendiman4
1Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA.
BMC medical education
|October 12, 2023
概括
工作场所心理安全和问责制框架增强了对学生在纵向综合实习中的经验的理解. 两者的高水平促进了优化学习和患者责任.
科学领域:
- 医学教育研究 医学教育研究
- 工作场所心理学 工作场所心理学
- 定性研究设计定性研究设计
背景情况:
- 心理安全包括在团队中对安全的人际风险承担的共同信念.
- 问责意味着接受挑战,并满足人们的期望和目标.
- 关系信任是心理安全和问责的基础,这对学习环境至关重要.
研究的目的:
- 探索工作场所的心理安全和问责制的框架,以了解医学学生的经验.
- 定性分析毕业生在纵向综合职务期间对心理安全和问责制的看法.
主要方法:
- 定性研究涉及9年的毕业生从两个纵向的综合职工计划.
- 半结构面试的演性内容分析,以描述心理安全和问责制.
主要成果:
- 对20个研究生成绩单的分析揭示了109个与心理安全和问责制有关的摘录.
- 高度的心理安全与信任关系和安全的学习空间相关.
- 高水平的问责制与增加的学习和患者责任相关,而低水平意味着学生感到不受挑战.
结论:
- 工作场所心理安全和问责制框架为医学学生的教育经验提供了宝贵的见解.
- 毕业生报告了不同程度的心理安全和问责制,高水平与积极的学习和患者护理有关.
- 这些关系结构可以为教师的发展和临床医学教育的未来研究提供信息.
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