在心理安全时代的心理痛苦
Alissa Zeglin1, Madeline McCarthy2, Susan Nedorost3
1Medical College of Wisconsin, 1155 N Mayfair Rd, Wauwatosa, WI, 53226, USA. Alissa.Zeglin@Froedtert.com.
Journal of general internal medicine
|July 1, 2024
概括
医学实习生和教育工作者经历了脆弱性,特别是在反和竞争优先事项方面. 解决这种脆弱性是培养尊重和有效的学习环境的关键.
科学领域:
- 医学教育 医学教育
- 医疗保健专业发展
背景情况:
- 疫情后的变化和对"安全空间"的强调造成了医学学习者和教育工作者之间的断开.
- 探索安全与学习不适之间的内在紧张关系至关重要.
研究的目的:
- 在医学教育中探索安全和学习不适之间的紧张关系.
- 识别实习生和教师经历的共同主题.
主要方法:
- 与医学学员和教师进行了单独的焦点小组.
- 分析了从定性数据中出现的主题.
主要成果:
- 培训生和教育工作者之间出现了一个共同的主题 - - "脆弱性".
- 培训人员在收到反时感到脆弱,尤其是在公开场合或有不清楚的期望的情况下.
- 教育工作者担心他们的反可能被视为"报复性教学".
- 个人福祉和利他主义,安全空间和问责制,系统变革倡导和等级之间的紧张关系加剧了脆弱性.
结论:
- 承认和解决学习者和教育者的脆弱性至关重要.
- 培养相互成长和尊重可以创造一个最佳的医学学习环境.
- 在医疗培训中协调竞争的承诺对于维护标准至关重要.
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