Postgraduate Trainees' Perception of the Clinical Learning Environment at an Iranian Medical Sciences University

Abstract

BACKGROUND and PURPOSE: Clinical learning environment is an influential component of the educational experience. This study measures the learning environment across all of resident physicians at Guilan University of Medical Sciences (GUMS) in Iran by using Postgraduate Hospital Educational Environment Measure (PHEEM), and identifies areas for change to enhance residents experiences. METHODS: This cross-sectional study was conducted at GUMS during summer 2011. The 40-item PHEEM is an evaluation tool consisting of a validated questionnaire with 3 subscales: perceptions of autonomy, social support and teaching which are factors perceived to be influencing the educational environment. The questionnaire was distributed to all residents in clinical wards of university hospitals at GUMS. Collected data were analyzed by using SPSS18 software. RESULTS: Trainees' perception of clinical learning environment was more positive than negative. There were differences in perceptions of the learning environment between the junior and senior trainees but no significant difference between male and female Trainees in educational environment subscales. CONCLUSIONS: The results revealed that the educational climate was generally perceived positively by trainees and trainees were happy with their teaching, their supports and the work they did. The study also showed problematic components of learning environment in our university hospitals which enabled us to adopt some remedial measures.