Improving departmental psychological safety through a medical school-wide initiative.

Autor: Porter-Stransky KA; Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, 607 Grove Rd, Greenville, SC, 29673, USA. kp111@greenvillemed.sc.edu.; Department of Biomedical Sciences, Western Michigan University, Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA. kp111@greenvillemed.sc.edu., Horneffer-Ginter KJ; Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA., Bauler LD; Department of Biomedical Sciences, Western Michigan University, Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA., Gibson KM; Department of Pediatric and Adolescent Medicine, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA., Haymaker CM; Department of Medical Education, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA., Rothney M; Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Jul 25; Vol. 24 (1), pp. 800. Date of Electronic Publication: 2024 Jul 25.
DOI: 10.1186/s12909-024-05794-4
Abstrakt: 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.
(© 2024. The Author(s).)
Databáze: MEDLINE
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