在临床学习环境中对心理安全进行批判性审查
Maree Martinussen1, Neera R Jain2, Joanna Tai3
1Office of the Deputy Vice Chancellor (Research), Charles Sturt University, Albury-Wodonga, Australia.
Medical teacher
|December 11, 2025
概括
医学教育中的心理安全通常被视为一个可以实现的状态,但本次审查表明这是一个动态的,协商的过程. 将安全重新定义为一个持续的过程,可以为所有利益相关者培养更具包容性的学习环境.
科学领域:
- 医学教育 医学教育
- 医疗保健专业发展
- 学习环境 研究 研究 研究
背景情况:
- 确保医学教育中学习者心理安全的必要性正在增加.
- 对心理安全的各种概念化可能会导致教育工作者之间的混乱,并阻碍所需的学习成果.
研究的目的:
- 批判性地审查临床学习环境中心理安全的文献.
- 调查心理安全概念是如何使用的,以及它旨在解决的问题.
主要方法:
- 从2019年1月到2025年1月进行了批判性文献综述.
- 搜索的重点是临床环境中学习者的"心理安全".
- 采用了巴基的"问题代表是什么"分析方法.
主要成果:
- 对46篇论文的分析揭示了心理安全的四个主要功能:解决方案提供者,可实现的目标,管理层次的工具和情感替代品.
- 该审查强调了将心理安全视为个人可以实现的静态状态的趋势.
结论:
- 心理安全应该被重新定义为一个持续的,经过谈判的过程,而不是一个固定的终点.
- 这种以过程为导向的观点可以引导从业者,学习者和研究人员创造更具包容性的教育环境.
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