Assessment of the Education Environment of the Saudi Board of Family medicine, KSA. 2020
DOI:
https://doi.org/10.47672/ajep.680Keywords:
Educational environment, perception, postgraduate, Saudi BoardAbstract
Background: Competent educational environment for medical postgraduate is crucial to ensure sound clinical outcome. The quality of the educational environment is influenced by many factors, physical, social and intellectual. The current study aimed at assessing the educational environment in a postgraduate Saudi Board for Family Medicine in Jeddah.
Methodology: Through cross sectional study design, all residents in the Saudi Board of Family medicine in Jeddah were invited to participate in the study; they were asked to fill a predesigned adopted valid questionnaire based on the Scan of Postgraduate Educational Environment Domain (SPEED) which is used to assess the quality of the Post Graduate Medical Education. Data were collected during gathering of the residents in a usual didactic teaching day. A total of 186 residents responded, making a response rate 93%.
Results: Out of all participants (n=186), females formed two thirds of the residents (60.8%), their mean age was 27.6±2.27 years, with an almost equal representation of the four residency levels. The highest scores about the quality of the educational process was observed in the item regarding the supervisors being respectful towards the registrars (mean score 4.1 out of 5), followed by the being approachable and helpful (mean score 4.0). The lowest scores were observed regarding presence of staff in general who have positive impact on the educational environment (mean score 3.2), followed by availability of good clinical supervisors all the time (mean score 3.3). The overall mean score accounted for 3.6± 0.56, although it was higher in females (3.7±0.642) than males (3.5±0.661), and in those in R1 (3.7±0.509) and R4 (3.7±0.605), however, these differences are not statistically significant p>0.05. Also, no statistically significant correlation between and age and overall mean score was observed.
Conclusion and recommendations: The Saudi Board residents for Family Medicine considered their educational environment as more positive than negative with potential areas for improvement. Although females perceived the educational environment better than male trainees, no significant changes observed along the different stages of the program. It is recommended to use these findings in reforming the educational environment in the Saudi Board.
Downloads
References
Al-Marshad, S., & Alotaibi, G. (2011). Evaluation of Clinical Educational Environment at King Fahad Hospital of Dammam University Using the Postgraduate Hospital Education Environment Measure (PHEEM) Inventory. Education in Medicine Journal, 3(2), 6-14.
Boor, K., Scheele, F., Van Der Vleuten, C. P. M., Scherpbier, A. J. J. A., Teunissen, P. W., & Sijtsma, K. (2007). Psychometric properties of an instrument to measure the clinical learning environment. Medical Education, 41(1), 92-99.
Cannon, G. W., Keitz, S. A., Holland, G. J., Chang, B. K., Byrne, J. M., Tomolo, A., Aron, D. C., Wicker, A. B., & Kashner, T. M. (2008). Factors determining medical students' and residents' satisfaction during VA-based training: Findings from the VA learners' perceptions survey. Academic Medicine, 83(6), 611-620.
Cassar, K. (2004). Development of an instrument to measure the surgical operating theatre learning environment as perceived by basic surgical trainees. Medical Teacher, 26(3), 260-264.
Clapham, M., Wall, D., & Batchelor, A. (2007). Educational environment in intensive care medicine - Use of Postgraduate Hospital Educational Environment Measure (PHEEM). Medical Teacher, 29(6), e184-e191.
Clynes, M. P., & Raftery, S. E. C. (2012). Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice, 8(6), 405-411.
Frischer, J., & Larsson, K. (2000). Laissez-faire in research education "” an inquiry into a Swedish doctoral program. Higher Education Policy, 13, 132-155.
Genn, J. M., & Harden, R. M. (1986). What is medical education here really like? suggestions for action Research studies of climates of medical education environments. Medical Teacher, 8(2), 111-124.
Harden, R. M. (2011). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123-137.
Hutchinson, L. (2003). Educational environment. BMJ, 326(7393), 810-812.
Malau-Aduli, B. S., Alele, F., Collares, C. F., Reeve, C., Van der Vleuten, C., Holdsworth, M., Heggarty, P., & Teague, P.-A. (2019). Validity of the scan of postgraduate educational environment domains (SPEED) questionnaire in a rural general practice training setting. BMC Medical Education, 19(1), 1-10.
Orellana, M. L., Darder, A., Prez, A., & Salinas, J. (2016). Improving doctoral success by matching PhD students with supervisors. International Journal of Doctoral Studies, 11, 87-103.
Roff, S., McAleer, S., & Skinner, A. (2005). Development and validation of an instrument to measure the postgraduate clinical learning and teaching educational environment for hospital-based junior doctors in the UK. Medical Teacher, 27, 326-331.
Sheikh, S., Kumari, B., Obaid, M., & Khalid, N. (2017). Assessment of postgraduate educational environment in public and private hospitals of Karachi. Journal of the Pakistan Medical Association, 67, 171-177.
Spencer, J. (2003). Learning and teaching in the clinical environment. BMJ (Clinical Research Ed.), 326(7389), 501-594.
Xu, G., Wolfson, P., Robeson, M., Rodgers, J. F., Veloski, J. J., & Brigham, T. P. (1998). Students satisfaction and perceptions of attending physicians' and residents' teaching role. American Journal of Surgery, 176(1), 46-48.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
