Psychological safety in the clinical learning environment: exploring the discrepancies between faculty members’ and trainees’ experiences and perspectives in a pediatric residency program in Canada
Notice bibliographique
Résumé
Background: Psychological safety (PS) is an issue of growing interest and remains a relatively unfamiliar concept in health professions education. Exploring the construct may help medical educators working on the clinical teaching units (CTU) improving PS in the clinical learning environment (CLE), aligning their behaviors towards PS and, therefore, improve trainees learning and experience. Objective: The objective of this research project is to explore the discrepancies between residents’ and faculty members’ perspectives and experiences about PS in the CLE of a general pediatric residency program in Canada. Methods: The project was based on a mixed-method, sequential design. First, a survey targeting residents and attendings from one pediatric teaching hospital was conducted, utilizing a validated instrument on PS and related organizational characteristics. Following, semi-structured individual interviews were conducted with participants from the same population, selected using purposeful sampling. Questions based on the quantitative survey results were embedded in the semi-structured interview guide as a point of interface between both components. Thematic analysis was used to explore and organize participants’ perspectives and experiences about PS. Results: Nineteen residents in pediatrics and 21 attendings participated in the survey. No statistically significant differences were found between both groups. Twelve people, 6 residents and 6 pediatricians, participated in the individual interviews. Four themes were identified as areas of potential discrepancies between both groups: (1) Organization, roles and hierarchy on the CTU; (2) Attending’s leadership and approach on the CTU; (3) Evaluation paradigm on the CTU; and (4) Culture and climate in the CLE. We described how these themes were related to the perspectives and experiences from both groups, in regard to the main dimensions of PS. Conclusion: In this exploratory research project, we have enriched the construct of PS by targeting issues specific to medical education in clinical settings by describing 4 areas where discrepancies can be found between residents’ and attendings’ experiences and perspectives about the construct on the CTU: (1) Organization, roles and hierarchy; (2) Attending's leadership and approach; (3) Evaluation paradigm and (4) Culture and climate.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».