Evaluating the educational environment in a residency programme in Singapore: can we help reduce burnout rates?

Residents’ Perception of the Educational Program “Family Medicine” in Kazakhstan: A Focus Group Study

Целью данного исследования было: восприятие обучения, мнение резидентов, обучающихся по программе «Семейная медицина», и определение потребности резидентов программы «Семейная медицина».   Методы . В этом качественном исследовании были проведены четыре полуторачасовых фокус-группы с 24 ординаторами, обучаемыми по программе резидентуры по семейной медицине Западно-Казахстанского университета, и результаты были проанализированы с использованием тематического анализа. Результаты. Анализ появления пяти тем и 14 вопросов подтем, которые были классифицированы по областям для обсуждения в фокус-группах: восприятие особенности ФМ, Мотивация доходов, Преимущества и внешний вид категории товаров, Жалобы и проблемы, пожелания по просмотру программ, идеальное значение имеют. Выводы. Это исследование выявления наличия жителей, которые ранее не учитывались в достаточной мере. Компетенции и содержание программы будут изменены в соответствии с назначением резидентов.

Internal Medicine Residents' Perceptions of the Learning Environment of a Residency Training Program in Ethiopia: a Mixed Methods Study

INTRODUCTION

The learning environment is an important determinant of the quality of medical education. Having a good learning climate leads to improved learning process, satisfaction with education, and helps achieve the goals of the curriculum. Assessment of the quality of learning environment helps with the identification of areas that need improvement. The aim of this study was to assess the learning environment of internal medicine training program in Ethiopia.

METHODS

A mixed methods study using a cross-sectional survey using Postgraduate Hospital Educational Environment Measure and a qualitative study using a focus group discussion was done on internal medicine residents from December 2020 to May 2021. Comparison of quantitative data was done using Mann-Whitney U-Test and Kruskal-Wallis H-test. P-value <0.05 was considered statistically significant.

RESULTS

A total of 100 residents participated in the study. The overall total mean score of the responses of the participants was 70.87 (±19.8) with mean perceptions of role autonomy, perceptions of teaching and perceptions of social support of 25.9 (±7.1), 27.1 (10.2) and 17.9 (±5.1), respectively. These values suggest the presence of plenty of problems in the program. Higher mean scores were reported by males and by earlier years of residency. Ten residents participated in the focus group discussion. Four recurring themes that negatively affect learning environment were identified and included excessive workload, inadequate teaching activity, non-conducive hospital physical environment and lack of diagnostic and therapeutic modalities.

CONCLUSION

The internal medicine residency learning environment has many challenges that need immediate attention and follow-up.