医疗教育中的心理安全,另一个需要解决的挑战?
Gregory M Bump1,2, Franklyn P Cladis3
1Division of General Internal Medicine, Department of Medicine, UPMC, Pittsburgh, PA, USA. bumpgm@upmc.edu.
Journal of general internal medicine
|October 29, 2024
概括
医学教育中的心理安全使学习者能够毫不畏惧地承认知识缺口. 提高这种安全性至关重要但复杂,需要教育工作者更好地理解和有针对性的干预措施.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 医疗保健专业发展
背景情况:
- 心理安全被定义为有能力承担人际关系的风险,而不用担心负面后果.
- 医学教育中关于心理安全的文献越来越多.
- 许多医疗专业人员仍然不确定它的背景和对学习的影响.
研究的目的:
- 对医疗教育工作者加强心理安全的好处进行上下文化.
- 突出研究生医学教育中改善心理安全的干预措施的有限证据.
- 解决促进心理安全的复杂性和挑战.
主要方法:
- 文献综述和现有关于医疗教育中的心理安全研究的综合.
- 分析心理安全对学习者和教育工作者的影响.
- 确定挑战和未来研究领域.
主要成果:
- 高度的心理安全使学习者能够公开承认知识和技能缺陷.
- 心理安全对于积极的学习环境至关重要,并与有益的行为有关.
- 在医学研究生教育中加强心理安全的干预措施没有得到充分的证据.
结论:
- 在医学教育中提高心理安全至关重要,但具有挑战性,类似于患者安全.
- 了解和实施有效的干预措施需要进一步的研究.
- 医疗教育工作者需要增强知识和策略,以促进心理安全.
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