背景:心理安全是一种基于团队的现象,即小组成员有权提出问题,承担适当的风险,承认错误,提出新颖的想法,坦率地表达了担忧。越来越多的研究支持心理安全在医疗保健和教育中对患者安全的好处,学习,和创新。然而,关于如何创造心理安全的研究很少,尤其是在学术医学领域。为了满足这种需要,本研究描述和评估了多年来,医学院校范围内的心理安全倡议。
方法:我们创建了,已实施,并评估了包括教育培训课程在内的多管齐下的心理安全倡议,部门冠军,视频,信息图表,并对医学院领导进行有针对性的培训。每年评估员工对部门和机构层面的心理安全感。教育培训课程的影响通过会后调查进行了量化。
结果:经过鉴定的员工调查显示,在第一次和第二次年度调查之间,部门心理安全有统计学上的显着增加。在整个机构一级,感知到的心理安全性仍然低于部门一级。根据性别,心理安全性没有显着差异,position,或就业期限。教育后的培训课程调查显示,这些课程显着增加了对该主题的了解以及在医学院内建立心理安全文化的动机。
结论:这项研究建立了一种基于证据的方法来提高医学院部门的心理安全性,并为其他寻求促进心理安全性的卫生专业学校提供了模板。培训领导,教员,员工是为每个人创造心理安全文化的重要第一步,包括学员。
BACKGROUND: Psychological safety is a team-based phenomenon whereby group members are empowered to ask questions, take appropriate risks, admit mistakes, propose novel ideas, and candidly voice concerns. Growing research supports the benefits of psychological safety in healthcare and education for patient safety, learning, and innovation. However, there is a paucity of research on how to create psychological safety, especially within academic medicine. To meet this need, the present study describes and evaluates a multi-year, medical school-wide psychological safety initiative.
METHODS: We created, implemented, and assessed a multi-pronged psychological safety initiative including educational training sessions, departmental champions, videos, infographics, and targeted training for medical school leaders. Employees\' perceptions of psychological safety at both the departmental and institutional levels were assessed annually. The impact of educational training sessions was quantified by post-session surveys.
RESULTS: Deidentified employee surveys revealed a statistically significant increase in departmental psychological safety between the first and second annual surveys. Perceived psychological safety remained lower at the institution-wide level than at the departmental level. No significant differences in psychological safety were observed based on gender, position, or employment length. Post-educational training session surveys showed that the sessions significantly increased knowledge of the topic as well as motivation to create a culture of psychological safety within the medical school.
CONCLUSIONS: This study establishes an evidence-based method for increasing psychological safety within medical school departments and serves as a template for other health professions schools seeking to promote psychological safety. Training leadership, faculty, and staff is an important first step towards creating a culture of psychological safety for everyone, including trainees.