12th Annual Med Ed Forum: Innovations in Medical & Biosciences Education

Psychological Safety in the Clinical Learning Environment: The Path to Learning, Belonging, and Growth for Trainees 
Adelaide McClintock, MD and Joshua Jauregui, MD
University of Washington School of Medicine

Psychological safety is the perception that an environment is safe for contributing perspectives, taking risks in learning, and exposing one’s own vulnerability without fear of negative consequences. There are significant opportunities for improving the psychological safety in the current clinical learning environment.

Building psychologically safe learning climates improves trainee learning, belonging, engagement, and well-being, and improves patient safety. Psychological safety frees learners from self-consciousness about image and reduces fear of asking questions and supports the core components of self-determination (autonomy, relatedness, and competence), which are tied to intrinsic motivation and learning.
 
This interactive keynote session will provide a synthesis of the current literature on psychological safety in medical education, and impart evidence-based strategies that can be implemented in a wide variety of educational settings. The session will begin by defining psychological safety and demonstrating the ways that the climate currently withholds psychological safety, and highlighting the benefits of a positive clinical learning environment. Presenters will then ask participants to reflect on their own teaching practices currently, and discuss how they align or might be changed to align with best practices for psychological safety. Next, presenters will describe the behaviors that create psychological safety and how they translate in the medical education setting based on a synthesis of existing evidence. Finally, participants will be given discussion prompts designed to cultivate change in their own learning environment. By the end of the session, attendees will be prepared to apply skills to their own teaching environments and create positive learning environments for trainees at all stages.

Each One Teach One: Engaging Learners of All Levels with Multilevel Techniques
Jamie Pinto, MD, and Eric Zwemer, MD, and Jennifer Fuchs, MD
Hackensack Meridian Health School of Medicine and University of North Carolina at Chapel Hill School of Medicine

Clinical teams include many different health professions trainees with significant variability in knowledge and skills. This presents a challenge to engage the entire group of learners, with unique backgrounds, different levels of training, and varying interests. Even learners in the same year of medical training will achieve educational milestones at varying rates. With the increasing medical complexity of the patient population and a changing educational landscape (e.g., pandemic impact), there is a growing need for health care professionals to be skilled clinical teachers and to utilize strategies to foster individual learners’ clinical knowledge, skills, and attitudes. Additionally, current learners desire a safe learning environment to discuss sensitive issues, receive diversity training, and share mistakes, components not previously part of educational curricula. Great clinical teachers are intentional in their educational approach and employ specific strategies to develop different learners’ clinical competence and independence.

Our workshop will provide attendees with knowledge regarding multilevel teaching including its utility, challenges, and various techniques. This workshop will also emphasize the importance of incorporating diversity and inclusion teaching points, including social determinants of health and cultural or implicit biases as part of multilevel teaching. We will also discuss the power of vulnerability with all levels of learners to reinforce teaching points and normalize mistakes. Participants will engage in multiple interactive activities to recognize opportunities for multilevel teaching technique and to select and practice specific multilevel techniques. Attendees will leave the workshop with a toolkit of techniques to bring back to their home institution.

Education Goals:

• Describe multilevel teaching, its utility, and its challenges.
• Practice specific multilevel teaching techniques including: Broadening, Targeting, Novelty, Up the Ladder, Student as Teacher, and Multi-Answer.
• Demonstrate the use and importance of incorporating diversity, equity, and inclusion as well as vulnerability into multilevel learning.

Safe for Success – A Roadmap for Empowering Learners and Protecting Patients
Anna Weiss, MD MSEd and Meghan Galligan, MD, MSHP
Perelman School of Medicine at the University of Pennsylvania

The literature in patient safety and organizational dynamics clearly demonstrates that in high-reliability organizations, superlative team performance is undergirded by a foundation of psychological safety. More recently, the medical education literature has shown in both quantitative and qualitative studies that trainees who feel psychologically safe are more likely to share their uncertainty with their mentors, to reveal errors they have made to their supervisors, to take ownership of their learning processes, and to push the boundaries of their own zones of proximal development. However, few faculty supervisors receive formal training in how to establish psychologically safe learning teams.

In this interactive workshop, participants will explore the construct of psychological safety and its application as a tool to support both patient safety and trainee growth in the clinical learning environment. Participants will work in small groups to audit their own personal leadership and teaching styles and to consider how these styles do or do not support the establishment of psychological safety in the teams they supervise. We will then present a stepwise, data-driven framework for establishing psychological safety in learning teams and will review concrete steps for applying this framework in each participant’s local institutional environment. Participants will leave this workshop with a deeper understanding of themselves as leaders and educators, and with tangible strategies for enhancing the psychological safety of the clinical learning teams they supervise. 

Hotel/Lodging

Sheraton Palo Alto Hotel
625 El Camino Real
Palo Alto, CA 94301

Mention "Stanford University" for eligible discount for a standard room. 

ACCREDITATION

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

CREDIT DESIGNATION

Stanford Medicine designates this live activity for a maximum of 3.5 AMA PRA Category 1 CreditsTM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

American Board of Pediatrics MOC Credit

Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn up to 3.5 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

MOC Participation Threshold

Learner writes a reflective statement and makes a commitment to change or maintain an element of practice. Validity of all written statements will be assessed prior to awarding credit.

FACULTY DISCLOSURE

Stanford Medicine adheres to the Standards for Integrity and Independence in Accredited Continuing Education.

The content of this activity is not related to products or the business lines of an ACCME-defined ineligible company. Hence, there are no relevant financial relationships with an ACCME-defined ineligible company for anyone who was in control of the content of this activity.

COMMERCIAL SUPPORT ACKNOWLEDGEMENT

This CME activity received no commercial support.

CULTURAL AND LINGUISTIC COMPETENCY

The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the Multicultural Health Portal: https://laneguides.stanford.edu/multicultural-health/welcome

COURSE EVALUATION & CME TRANSCRIPT

Credit will be awarded within 5 business days following the activity. You will receive an email notification with the Activity ID. To access your transcript, log in to your CE account at https://med.stanford.edu/cme.html, click the tile labeled Claim Credit and enter the Activity ID. Upon attesting to the number of hours of participation in the educational activity, you can download a printable certificate for your records.
*This event will not require text attendance.

First Time Sign-In: If you have not signed into our website before, you will need to complete a 1-time password setup. To gain access to your account, click Sign In on the homepage, and use the Forgot Your Password link to create your password. Creating a new user profile with a different email is highly discouraged. This action will create a duplicate profile in our system and will not be linked to the evaluation.

For Activity-Related Questions, please contact

Holly Meyer
Compliance Coordinator
P: (650) 721-4182
E: hollykm@stanford.edu

For General Questions (i.e. transcripts, credits, etc.), please call or send us an email at
Stanford Center for Continuing Medical Education
1520 Page Mill Road • Palo Alto, CA 94304
Telephone: 650-497-8554
Email: StanfordCME@stanford.edu