The many spaces of psychological safety in health professions education

Ordons, Amanda L Roze des; Ellaway, Rachel; Eppich, Walter

doi:10.1111/medu.14919

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…These educational concepts added an important dimension to what it meant to be a doctor. 25 , 27 Faculty were available for residents if further discussion was needed. In addition, including a small-group role-playing session aided in providing peer support for the residents.…”

Section: Methodsmentioning

confidence: 99%

Patient Abuse, Neglect, and Exploitation: Why Physicians Need to Be Trauma-Informed

Franchek-Roa,

Vala,

Goldman

et al. 2024

MedEdPORTAL

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Introduction Many people experience trauma, and its cumulative effects throughout the life span can alter health, development, and well-being. Despite this, few publications focusing on interpersonal trauma include a holistic understanding of the nature and widespread exposure of trauma experiences for patients. We developed an educational resource to teach residents about identifying and intervening with patients who experience trauma across the life span using a trauma-informed care (TIC) perspective. Methods We created a 4-hour educational session for residents that included didactics, a virtual visit with a domestic violence shelter, a discussion with a person who had experienced trauma, and role-playing. A pretest/posttest retrospective survey assessed resident confidence level in identifying and intervening with patients who may have experienced trauma. We used the Wilcoxon signed rank test to compare pretest and posttest scores and the Kruskal-Wallis test to compare responses by residency type and year. Free-text questions were analyzed for thematic content. Results During the 2021–2022 academic year, 72 of 90 residents (80%) from four residency programs attended and evaluated the session. More than 90% of respondents reported the session met their educational needs and provided them with new ideas, information, and practical suggestions to use in their clinical endeavors. The results demonstrated significantly increased confidence on most of the metrics measured. Discussion This session significantly improved residents' confidence in identifying and intervening with patients who have had trauma experiences using a TIC perspective, which may lead them to provide improved patient care to those who have experienced trauma.

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Section: Methodsmentioning

confidence: 99%

Patient Abuse, Neglect, and Exploitation: Why Physicians Need to Be Trauma-Informed

Franchek-Roa,

Vala,

Goldman

et al. 2024

MedEdPORTAL

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“…7 Psychological safety also facilitates bidirectional learning between teachers and students in medicine. 8 Sharing both successes and vulnerabilities provides an important dimension to the doctoring experience and work-life continuum. Bidirectional learning is essential to highlight, as it can be limited by variable attending physician and resident comfort with bedside-related teaching.…”

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confidence: 99%

“…With its emphasis on ‘effortful, interpersonally risky learning behavior, such as help‐seeking, experimentation and discussion of error’, 6 psychological safety has been shown to play a vital role in helping people thrive in challenging and high‐stakes work environments 7 . Psychological safety also facilitates bidirectional learning between teachers and students in medicine 8 . Sharing both successes and vulnerabilities provides an important dimension to the doctoring experience and work‐life continuum.…”

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confidence: 99%

When I say … lived curriculum

et al. 2023

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Verbatim theatre as a creative approach to health professions education research translation

Brand,

Peters,

Dart

2024

Medical Education

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ContextTraditionally, the impact and outcomes from health professions education research (HPER) have focused on academic outputs, whereas in the humanities, research translation is conceptualised more broadly and creatively, including research‐based performances like verbatim theatre. Translating HPER findings through the emotive and embodied nature of a verbatim theatre performance provides a unique opportunity to translate research data and create alternative learning spaces for rich and valuable insights that aligns with transformative pedagogy.ApproachIn this paper, we describe the background of verbatim theatre, a form of performance, which draws on a research participants' testimony and lived experience and how we used this creative approach to translate HPER findings. We discuss the experiential process of bringing an interdisciplinary team together, health professions academics and an academic playwright to craft a verbatim theatre script that provided space to honour the breadth, depth and diversity of participant voices from a large (n = 100) qualitative research study exploring professionalism and sociocultural factors in health professions education (HPE). Furthermore, we discuss the powerful potential of drawing on research‐based performance to create alternative, safe and non‐threatening learning spaces to resonate with and experience HPER in new and transformative ways. Finally, we offer reflexive insights on the key opportunities and challenges we encountered in translating HPER into a verbatim theatre performance.ConclusionsVerbatim theatre presents an innovative and creative way to communicate and translate HPER. This paper offers research and pedagogical insights in translating research into verbatim theatre to support transformative pedagogy and practice in HPE. In conclusion, we encourage other health professions researchers to consider this dynamic and creative approach to transforming HPE.

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The many spaces of psychological safety in health professions education

Cited by 5 publications

References 13 publications

Patient Abuse, Neglect, and Exploitation: Why Physicians Need to Be Trauma-Informed

Patient Abuse, Neglect, and Exploitation: Why Physicians Need to Be Trauma-Informed

When I say … lived curriculum

Verbatim theatre as a creative approach to health professions education research translation

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