Assessment of hospital educational environment perceptions of obstetrics and gynecology residents in specialty and subspecialty training

Abstract

Background: Data on educational hospital environment perceptions of obstetrics and gynecology residents in Turkey are limited. The present study aims to evaluate the educational environment perceptions of residents in (sub)specialty training in an obstetrics and gynecology departmentMethods: Postgraduate Hospital Educational Environment Measure (PHEEM) was administered to all residents (n=19) in specialty and subspecialty training at an obstetrics and gynecology department of a single university hospital. Item and subscale scores of gender and postgraduate experience groups were compared using student’s t-test. The participants were classified into two groups regarding postgraduate experience as “novice” (postgraduate year 1 and 2) and “experienced” (postgraduate year 3 and above). Cronbach’s alpha coefficient was calculated to estimate score reliability.Results: The overall Cronbach’s alpha coefficient and mean cumulative score was 0.938 and 85.8 ± 24.8 (more positive than negative, but room for improvement), respectively. Mean subscale scores were 28.3 ± 8.2 for role of autonomy (negative view), 33.4 ± 11.0 for teaching (moving in the right direction), and 24.1 ± 6.8 for social support (more pros than cons). Cumulative and category scores did not differ regarding gender (p > 0.05 for all). Experienced group had similar mean cumulative (p=0.06), but increased social perception scores (p=0.03) compared to novice group. Mean scores of three items were extremely low (<1): (i) an informative junior doctor’s handbook is available, (ii) this hospital has good accommodation facilities for junior doctors, especially when on call, and (iii) my working hours comply with legal requirements. Conclusions: Hospital educational environment perceptions of physicians in (sub)specialty training are generally positive independent of gender in the reviewed department, while there is room for improvement of various role autonomy and social support components such as doctor’s handbook, on call accommodation, and working hours. PHEEM seems to be a relatively practical, convenient, and reliable tool to evaluate and improve postgraduate medical training.