AMA Journal of Ethics (05/01/23) Chou, Erica; Grawey, Thomas; Paige, Jane B.

Researchers organized an interprofessional education session in which students from a number of health professions talked about stereotypes and misconceptions for their profession and other health professions. About 100 medical and 100 nursing students engaged in the session, discussing Interprofessional Education Collaborative values and ethics competency. Before the session, students were asked to consider major misconceptions in their profession from other professions and patients/clients, and what they wanted others to know about their profession. The planning team shared the collected prework themes with the participants and invited them to share the first word they think of when they hear the name of their profession. They then split students into small groups to discuss these findings to gain feedback from learners and facilitators. The students generally found the discussions awkward, and the facilitators observed hesitancy to speak and defensiveness. "The activity ... brought negative stereotypes to the forefront, causing students to feel hurt, insulted and defensive," the authors wrote. "Without psychological safety, students felt unsafe engaging in discussion." The researchers revised the session by embedding the psychological safety principles of setting the stage, inviting participation and productive response. Feedback suggested the modified activity encouraged greater learner response and participation, leading the researchers to conclude that incorporating psychological safety gave students a safer space for exploring stereotypes.

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