Simulation Confidentiality Agreement

Below are components and practices that have the potential to increase the likelihood of establishing and maintaining psychological safety in medical simulation: psychological safety is indispensable in the functioning of interprofessional teams in medical simulation and in the clinical environment. The psychologically safe interprofessional teams have improved communication. [11] [12] Psychological safety also increases the likelihood that team members will speak out or report and have problems if they see errors or opportunities for quality improvement. [13] Improving communication within health teams and reporting quality issues in our health systems is essential to improve the quality of care provided to our patients. Facilitators and executives who promote psychological safety in medical simulation and clinical practice are involved in a culture shift that can improve patient care within an organization. Psychological safety is a common belief of team members that the team is safe from interpersonal risk-taking. [1] [2] Medical simulation, especially immersive simulation and debriefing, are risky learning processes. [2] It is common and often desirable for participants to train on the margins of their skills and take risks to maximize learning. In these circumstances, errors may occur. Psychological safety is important so that participants feel safe enough to train outside of their abilities and analyze errors to identify and mitigate learning gaps. Even if participants in medical simulation respond to a high level of performance, psychological safety is still relevant to their ability to discuss clinical thinking in the face of uncertainty and within the hierarchy of medical education. [3] If learners feel psychologically safe and don`t worry about being humiliated or ashamed, they are more likely to engage in behaviors that improve learning (learning behavior), such as .B collect feedback, talk about mistakes, and experiment. [2] Moderators of medical simulation using practices such as confidentiality agreements, fiction contracts, understanding the learner`s perspective and clarity of objectives are more likely to have safe learning environments and thus improve learning.

Improved learning and skills lead to improved patient care. Psychological safety in clinical teams has also been shown to increase the likelihood that group members will express themselves if they observe errors or quality problems. . . .