Madireddy Sowmya, Rufa Erik P.
Mamata Medical College
The Psychological safety of the participants is vital for maximum engagement and learning in medical simulation. Although research is limited on the components that increase the likelihood that a participant feels safe, there is at least general agreement among simulation experts on practices that facilitators can employ to support the creation and maintenance of psychological safety. This article reviews the components and practices that contribute to psychological safety in medical simulation. One such critical element is confidentiality regarding the performance of individual learners outside of the simulation exercise. The practice of establishing a confidentiality agreement helps to build trust between participants and with the facilitator. This shared agreement among participants and the facilitator is one of the methods that help establish and maintain a psychologically safe environment for risk-taking. When the participant feels psychologically safe, they are more likely to adopt behaviors that enhance learning, such as willingness to practice at the edge of their abilities, sharing their thought process, and discussing and learning from mistakes. In this article, we are also going to discuss, how to identify the breaches in psychological safety and strategies to establish a safe environment during debriefing.
参与者的心理安全对于在医学模拟中实现最大程度的参与和学习至关重要。尽管关于增加参与者感到安全可能性的因素的研究有限，但模拟专家至少在促进者可以采用的支持心理安全的创建和维护的做法上达成了普遍共识。本文回顾了有助于医学模拟中心理安全的因素和做法。其中一个关键要素是对模拟练习之外的个体学习者表现的保密。建立保密协议的做法有助于在参与者之间以及与促进者之间建立信任。参与者和促进者之间的这种共同协议是有助于建立和维护勇于冒险的心理安全环境的方法之一。当参与者感到心理安全时，他们更有可能采取促进学习的行为，例如愿意在自己能力的边缘进行练习、分享他们的思维过程以及讨论错误并从中学习。在本文中，我们还将讨论如何识别心理安全方面的漏洞以及在汇报过程中建立安全环境的策略。
