The Role of Psychological Safety in Problem-Based Learning within Medical Education: A Literature Review
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Abstract
Background: Problem-Based Learning (PBL) in medical education relies on active participation in small-group discussions, where psychological safety is essential for effective learning. Objective: This review explores the role of psychological safety in PBL, including its influencing factors, tutor role, and management of incorrect student responses. Methods: A narrative literature review was conducted to synthesize findings related to psychological safety and PBL in medical education. Results: Psychological safety promotes student engagement, confidence, and participation in PBL. It is influenced by student factors, group dynamics, and especially tutor behavior. Supportive tutors enhance safety through inclusive facilitation and constructive feedback, while judgmental approaches reduce participation. Errors, when handled constructively, support deeper learning. Conclusion: Psychological safety is essential for effective PBL, and tutors play a key role in creating a supportive learning environment that improves student engagement and learning outcomes.
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References
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