医学学生在临床学习环境中对心理安全的看法
Katie Lappé1, Jennifer O'Donohoe1, Rachel Bonnett1
1Spencer Fox Eccles School of Medicine, University of Utah, Salt Lake City, Utah, USA.
The clinical teacher
|January 29, 2026
概括
医学教育中的心理安全是通过组织支持和包容性领导来培养的. 这些因素,以及个体特征,为学生创造一个积极的学习环境.
科学领域:
- 医学教育 医学教育
- 医疗保健团队 医疗保健团队
- 心理安全 心理安全
背景情况:
- 心理安全使学生能够在学习环境中不担心负面后果的情况下承担风险.
- 研究已经在组织,团队和个人层面检查了医疗保健团队中的心理安全.
- 虽然领导对学生对心理安全感知的影响已知,但组织和个人因素需要进一步探索.
研究的目的:
- 在临床学习环境中探索学生对辅导员和心理安全障碍的看法.
- 从医学学生的角度来看,确定影响心理安全的关键因素.
主要方法:
- 在2022-2023学年进行了定性案例研究.
- 四个焦点小组与23名医学三年级和四年级学生举行.
- 用主题分析来分析成绩单.
主要成果:
- 组织支持,领导行为 (包括和排他性) 和学生个体特征被确定为影响心理安全的因素.
- 高水平的组织支持和包容性领导行为对于心理安全至关重要.
- 组织支持或包容性领导力可以减轻排他性行为或组织障碍的影响.
结论:
- 组织支持和包容性领导行为是医学教育中心理安全的关键驱动因素.
- 心理安全受到因素的组合的影响,而不是单独的影响.
- 个人教育者和组织支持可以促进心理安全,尽管存在障碍或负面行为.
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