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A critical review of psychological safety in clinical learning environments.

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Title: A critical review of psychological safety in clinical learning environments.
Authors: Martinussen, Maree1 (AUTHOR), Jain, Neera R.2 (AUTHOR), Tai, Joanna3 (AUTHOR), Bearman, Margaret3 (AUTHOR), Ajjawi, Rola4 (AUTHOR) rola.ajjawi@ubc.ca
Source: Medical Teacher. Dec2025, Vol. 47 Issue 12, p1884-1894. 11p.
Subject Terms: *School environment, *Emotion regulation, *Medical education, *Problem solving, *Goal (Psychology), *Psychological adaptation, Psychological safety, Conceptual structures
Abstract: Background: In recent years the perceived need to ensure the psychological safety of learners has become an imperative. A range of conceptualisations appear to be in use, which could create confusion among medical educators and undermine the learning outcomes psychological safety is meant to improve. Methods: In this critical literature review, we investigated how the concept of psychological safety is used, identifying the various appeals to the safety of learners in clinical environments. The search was conducted spanning January 2019 to January 2025 with the term 'safety' as pertains to learners then narrowed to 'psychological safety'. We used Bacchi's 'What's the problem represented to be' analytic method. Findings: We analysed 46 papers and identified four functions that psychological safety served: (1) as a solution to a wide range of problems, (2) an achievable goal, (3) a way to manage hierarchical power, and (4) a substitute for attending to emotions. We critique each, demonstrating how psychological safety is often treated as a state that individuals can achieve. Conclusions: This review offers a reframing of safety, as an ongoing, negotiated process among all those involved rather than an endpoint. This focus on psychological safety as a process could guide practitioners, learners and researchers to contribute to more inclusive learning environments. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A critical review of psychological safety in clinical learning environments.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Dec2025, Vol. 47 Issue 12, p1884-1894. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+adaptation%22">Psychological adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+safety%22">Psychological safety</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink>
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  Data: Background: In recent years the perceived need to ensure the psychological safety of learners has become an imperative. A range of conceptualisations appear to be in use, which could create confusion among medical educators and undermine the learning outcomes psychological safety is meant to improve. Methods: In this critical literature review, we investigated how the concept of psychological safety is used, identifying the various appeals to the safety of learners in clinical environments. The search was conducted spanning January 2019 to January 2025 with the term 'safety' as pertains to learners then narrowed to 'psychological safety'. We used Bacchi's 'What's the problem represented to be' analytic method. Findings: We analysed 46 papers and identified four functions that psychological safety served: (1) as a solution to a wide range of problems, (2) an achievable goal, (3) a way to manage hierarchical power, and (4) a substitute for attending to emotions. We critique each, demonstrating how psychological safety is often treated as a state that individuals can achieve. Conclusions: This review offers a reframing of safety, as an ongoing, negotiated process among all those involved rather than an endpoint. This focus on psychological safety as a process could guide practitioners, learners and researchers to contribute to more inclusive learning environments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2025
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