J Grad Med Educ. 2020 Aug;12(4):447-454. doi: 10.4300/JGME-D-19-00748.1.
Recent studies showed that psychological safety is important to resident perception of the work environment, and improved psychological safety improves resident satisfaction survey scores. However, there is no evidence in medical education literature specifically addressing relationships between psychological safety and learning behaviors or its impact on learning outcomes.
We developed and gathered validity evidence for a group learning environment assessment tool using Edmondson's Teaming Theory and Webb's Depth of Knowledge model as a theoretical framework.
In 2018, investigators developed the preliminary tool. The authors administered the resulting survey to neonatology faculty and trainees at Baylor College of Medicine morning report sessions and collected validity evidence (content, response process, and internal structure) to describe the instrument's psychometric properties.
Between December 2018 and July 2019, 450 surveys were administered, and 393 completed surveys were collected (87% response rate). Exploratory factor analysis and confirmatory factor analysis testing the 3-factor measurement model of the 15-item tool showed acceptable fit of the hypothesized model with standardized root mean square residual = 0.034, root mean square error approximation = 0.088, and comparative fit index = 0.987. Standardized path coefficients ranged from 0.66 to 0.97. Almost all absolute standardized residual correlations were less than 0.10. Cronbach's alpha scores showed internal consistency of the constructs. There was a high correlation among the constructs.
Validity evidence suggests the developed group learning assessment tool is a reliable instrument to assess psychological safety, learning behaviors, and learning outcomes during group learning sessions such as morning report.
最近的研究表明，心理安全感对住院医师对工作环境的感知很重要，而提高心理安全感可以提高住院医师满意度调查的分数。然而，医学教育文献中没有专门针对心理安全与学习行为之间的关系及其对学习成果的影响的证据。
我们使用 Edmondson 的团队理论和 Webb 的知识深度模型作为理论框架，开发并收集了小组学习环境评估工具的有效性证据。
2018 年，研究人员开发了初步的工具。作者在贝勒医学院的晨间报告会议上向新生儿科的教师和学员们发放了这份调查，并收集了有效性证据（内容、反应过程和内部结构）来描述该工具的心理测量特性。
在 2018 年 12 月至 2019 年 7 月期间，共发放了 450 份调查，收集到 393 份完整的调查（87%的回复率）。对包含 15 个项目的三因素测量模型的探索性因子分析和验证性因子分析表明，假设模型的拟合度可以接受，标准化均方根残差为 0.034，均方根误差逼近值为 0.088，比较拟合指数为 0.987。标准化路径系数的范围为 0.66 到 0.97。几乎所有的绝对标准化残差相关都小于 0.10。克朗巴赫的α分数显示出各结构的内部一致性。各结构之间存在高度相关性。
有效性证据表明，所开发的小组学习评估工具是一种可靠的工具，可以评估小组学习会议（如晨间报告）中的心理安全感、学习行为和学习成果。
