概括
放射科学课程的学生在课堂上比在临床环境中更安全. 在这两种环境中,高年级学生在心理上比初年级学生更安全.
科学领域:
- 放射科学教育
- 医学教育
- 医疗保健专业培训
背景情况:
- 心理安全对于学生在苛刻的学术领域学习和发展至关重要.
- 放射科学课程涉及多样化的学习环境,包括课堂和临床环境,每一个都可能影响学生的福祉.
研究的目的:
- 研究和比较学生在放射科学课程中所经历的心理安全水平.
- 确定学习环境 (课堂与临床) 和学生学术水平 (初级与高级) 如何影响心理安全.
主要方法:
- 在认可的放射学,超声波学,放射治疗,核磁共振和核医学技术课程中对学生进行了修订的心理安全模拟量表.
- 用描述性统计,差异分析 (ANOVA) 和对对 t 测试来分析收集的心理安全数据.
主要成果:
- 在课堂和临床环境之间,在心理安全得分上发现了统计学意义上的差异,在课堂上报告的得分更高 (P < .001).
- 与初级学生相比,在课堂 (P = .03) 和临床 (P = .02) 环境中,高级学生的心理安全得分显著更高.
- 高年级学生的整体心理安全平均得分明显高于初级学生 (P=0.02).
结论:
- 心理安全水平在课堂和临床学习环境之间有所不同,在课堂上更为普遍.
- 学生的学术进步与心理安全的增加有关.
- 教师可以利用这些发现来实施有针对性的策略,以提高学生在放射科学教育中的心理安全.
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