Scheepers Renée A, van den Goor Myra, Arah Onyebuchi A, Heineman Maas Jan, Lombarts Kiki M J M H
Dr. Scheepers: Assistant Professor, Research Group Socio-Medical Sciences, Erasmus School of Health Policy and Management, Erasmus University of Rotterdam, Rotterdam, the Netherlands. Van den Goor, PhD Candidate, Professional Performance Research Group, Department of Medical Psychology, Amsterdam University Medical Center, University of Amsterdam, Amsterdam, the Netherlands Dr. Arah: Professor, Professional Performance Research Group, Department of Medical Psychology, Amsterdam University Medical Center, University of Amsterdam, Amsterdam, the Netherlands, and Dr. Arah: Professor, Department of Epidemiology, Fielding School of Public Health, University of California, Los Angeles (UCLA), Los Angeles, CA, and Dr. Arah: Professor, UCLA Center for Health Policy Research, Los Angeles, CA. Dr. Heineman: Professor, Professional Performance Research Group, Department of Medical Psychology, Amsterdam University Medical Center, University of Amsterdam, Amsterdam, the Netherlands. Dr. Lombarts: Professor, Professional Performance Research Group, Department of Medical Psychology, Amsterdam University Medical Center, University of Amsterdam, Amsterdam, the Netherlands.
J Contin Educ Health Prof. 2018 Fall;38(4):250-254. doi: 10.1097/CEH.0000000000000225.
For continuous professional development, it is imperative that physicians regularly receive performance feedback from their peers. Research shows that professionals are more proactive in learning and knowledge sharing with peers in teams with more psychological safety. Psychological safety has however not been studied in relation to peers' performance feedback. This study investigated the association between physicians' perceptions of psychological safety and performance feedback received from their peers.
We invited physicians of cardiology, gastroenterology, obstetrics and gynecology, otorhinolaryngology, pulmonology, neurology, and neurosurgery departments of an academic medical center to participate. Physicians evaluated psychological safety using Edmondson's seven-item validated scale and performance feedback using the adapted four-item feedback subscale of the validated System for Evaluation of Teaching Qualities, including corrective and positive feedback, explanations of feedback, and suggestions for improvement from peers. We analyzed the data using multilevel linear regression analyses adjusted for physicians' sex, years since being certified a medical specialist, and months working in the clinic under the study.
This study included 105 physicians (86.8% participated). Psychological safety was positively associated with physicians' perceptions of performance feedback from peers (B = 0.54, 95% confidence interval = 0.34-0.73, P-value <.001).
Physicians who experienced more psychological safety were more likely to receive corrective and positive performance feedback from peers, explanations of feedback, and suggestions for improvement. Medical teams should consider investing in psychological safety to encourage performance feedback from peers, and thus support physicians' continuous professional development and their efforts to provide high-quality patient care.
为了持续专业发展，医生必须定期从同行那里获得绩效反馈。研究表明，在心理安全感更强的团队中，专业人员在与同行的学习和知识共享方面更积极主动。然而，心理安全感与同行的绩效反馈之间的关系尚未得到研究。本研究调查了医生对心理安全感的认知与从同行那里获得的绩效反馈之间的关联。
我们邀请了一所学术医疗中心的心脏病学、胃肠病学、妇产科、耳鼻喉科、肺病学、神经病学和神经外科部门的医生参与。医生使用埃德蒙森经过验证的七项量表评估心理安全感，并使用经过验证的教学质量评估系统中经过改编的四项反馈子量表评估绩效反馈，包括纠正性和积极性反馈、反馈的解释以及同行提出的改进建议。我们使用多级线性回归分析对数据进行分析，并对医生的性别、获得医学专科认证后的年限以及在本研究诊所工作的月数进行了调整。
本研究纳入了105名医生（参与率为86.8%）。心理安全感与医生对同行绩效反馈的认知呈正相关（B = 0.54，95%置信区间 = 0.34 - 0.73，P值 <.001）。
心理安全感更强的医生更有可能从同行那里获得纠正性和积极性绩效反馈、反馈的解释以及改进建议。医疗团队应考虑营造心理安全感，以鼓励同行提供绩效反馈，从而支持医生的持续专业发展及其提供高质量患者护理的努力。
