Overview: Psychological safety is the shared belief held by members of a team that the team is safe for interpersonal risk taking. This presentation introduces a closely related concept: educational safety. Educational safety considers the essence of what constitutes psychological safety for learners. Just as psychological safety can improve care outcomes, educational safety should be able to improve educational outcomes.
Students experience educational safety when they feel that they don't have to constantly self-monitor, and yet the medical education system often creates conditions where this kind of safety is impossible. Medical education can and should create systems of assessment and feedback that promote growth mindset and master adaptive learning.
In this Medical Education Grand Rounds, the presenter will review the elements of programmatic assessment through a safety lens, and challenge those who create such systems to consider three ideas:
1) Assessment should minimize risk, not lead to it;
2) Most assessment and feedback should be for learning, and not of learning, and
3) Good enough should be excellent and make "best" irrelevant.
Learning Objectives: Upon completion of this session, participants will be able to
- Recognize assessment practices that lead to unnecessary risk;
- Emphasize formative over summative assessment in the learning space;
- Assess your own learning processes for their effect of educational safety.
The Harvard Medical School is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
The Harvard Medical School designates this live activity for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity
All HMS faculty, residents, and students are invited to attend and eligible to participate.
David A. Hirsh, M.D.