心理安全:在教师组创建一个变革的文化 同行指导干预
Lance D Laird1, Kimberly Bloom-Feshbach2,3, Tay McNamara3
1Boston University.
概括
这项研究表明,同行指导计划显著改善了学术医学院的心理安全. 干预促进了信任和归属,增强了教师的真实性和社会联系.
科学领域:
- 医学教育 医学教育
- 组织心理学 组织心理学
- 社会科学 社会科学 社会科学
背景情况:
- 心理安全 (PS) 对于学术医学教师发展至关重要.
- 职业生涯中期的教师经常面临着影响其工作环境的独特挑战.
- 现有的干预措施可能无法在这个人口群体中充分解决PS.
研究的目的:
- 评估一组同行指导干预对学术医学研究学院心理安全的影响.
- 确定干预的关键组成部分,有助于增强心理安全.
主要方法:
- 随机对照研究涉及40名职业生涯中期的学术医学研究教师.
- 长达一年的C-Change 导师和领导力研究所干预.
- 定量调查 (干预前后) 和定性数据 (观察,采访,写作).
- 代码书主题分析,将心理安全作为一个敏感的概念.
主要成果:
- 平均心理安全得分从基线时的5.6显著增加到干预后的6.1 (p=.005).
- 定性分析显示,干预结构,课程和促进促进了分享,信任和归属的规范.
- 心理安全使教师能够真实,脆弱,并发展社会纽带.
结论:
- 团体同行指导是提高学术医学中的心理安全的有效策略.
- 干预设计元素,如结构,课程和促进是心理安全的关键驱动因素.
- 改善心理安全支持教师的福祉,真实性和社区发展.
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