Background:

Learning from managing patients in a real-world context is by far superior to simulation learning. A substandard educational environment is associated with poor patient care and suboptimal learning outcomes. The measurement of the educational environment provides insight into what is needed to improve the level of training.

Objective:

To measure the educational environment as perceived by trainees within the Malta Foundation Programme.

Methods:

This study used the Postgraduate Hospital Educational Environment Measure (PHEEM) to measure the educational environment at the Malta Foundation Programme. Descriptive statistics were used to describe the demographics of the study population. Nonparametric comparative statistics were used to identify statistically significant differences between groups.

Results:

Ninety-eight trainees out of 370 (26.5%) completed the online questionnaire. These consisted of 39 FY1s (31.5% of 124), 33 FY2s (24.8% of 133), and 26 extended FYs (23.0% of 113). The 40-item PHEEM showed good reliability with a Cronbach’s α value of .912. These doctors perceived their educational environment as more positive than negative. Perceptions are worst among trainees at the end of their first year of training. Those who had just finished their training have reported better perceptions. The 3 worst scoring items are related to when the trainees are on call.

Conclusion:

Among trainees within the Malta Foundation Programme, perceptions of role autonomy and social support are areas where most work is needed. Teaching seems to be moving in the right direction, but there is always room for improvement.

中文翻译：

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使用研究生医院教育环境测量 (PHEEM) 分析马耳他基金会项目的教育环境

背景：

在现实世界环境中从管理患者中学习远远优于模拟学习。不合标准的教育环境与糟糕的患者护理和次优的学习成果有关。教育环境的测量提供了对提高培训水平所需的洞察力。

客观的：

衡量马耳他基金会计划中受训人员所感知的教育环境。

方法：

本研究使用研究生医院教育环境测量 (PHEEM) 来衡量马耳他基金会计划的教育环境。描述性统计用于描述研究人群的人口统计数据。非参数比较统计用于确定组之间的统计学显着差异。

结果：

370 名学员中有 98 名（26.5%）完成了在线问卷调查。其中包括 39 个 FY1（占 124 个的 31.5%）、33 个 FY2（占 133 个的 24.8%）和 26 个延长的 FY（占 113 个的 23.0%）。包含 40 项的 PHEEM 显示出良好的可靠性，Cronbach α 值为 0.912。这些医生认为他们的教育环境是积极的而不是消极的。在第一年培训结束时，受训者的认知最差。那些刚刚完成训练的人报告了更好的感知。得分最差的 3 个项目与受训人员的待命时间有关。

结论：

在马耳他基金会计划的学员中，对角色自主权和社会支持的看法是最需要工作的领域。教学似乎朝着正确的方向发展，但总有改进的余地。