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Research Article
An analysis of the Educational Environment at the Malta Foundation Programme using the Postgraduate Hospital Educational Environment Measure (PHEEM).
Marco Grech
University of Malta
Corresponding Author
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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 an insight on what is needed to improve the level of training.
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. Non-parametric comparative statistics were used to identify statistically significant differences between groups.
Results 98 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 0.912. These doctors have perceived their educational environment as more positive than negative. There seems to be a dip midway through training with an improvement towards the end of the two-year training period. The three worst scoring items seem to be related to when the trainees are on call.
Conclusion Perceptions of role autonomy and of 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.
Keywords
Educational environment, Clinical, Postgraduate, Malta, Foundation Programme
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CURRENT STATUS: Under Review
Version 1
Posted 15 Dec, 2020
No community comments so far
Review #1 received
Received 26 Jan, 2021
Reviewer #2 agreed
On 01 Jan, 2021
Reviewer #1 agreed
On 01 Jan, 2021
Reviewers invited
Invitations sent on 26 Dec, 2020
Editor assigned
On 16 Dec, 2020
Editor invited
On 13 Dec, 2020
Submission checks complete
On 11 Dec, 2020
First submitted
On 02 Dec, 2020
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Subject Areas
Educational Philosophy and Theory
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This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
An analysis of the Educational Environment at the Malta Foundation Programme using the Postgraduate Hospital Educational Environment Measure (PHEEM).
Marco Grech
University of Malta
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 15 Dec, 2020
No community comments so far
Review #1 received
Received 26 Jan, 2021
Reviewer #2 agreed
On 01 Jan, 2021
Reviewer #1 agreed
On 01 Jan, 2021
Reviewers invited
Invitations sent on 26 Dec, 2020
Editor assigned
On 16 Dec, 2020
Editor invited
On 13 Dec, 2020
Submission checks complete
On 11 Dec, 2020
First submitted
On 02 Dec, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
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 an insight on what is needed to improve the level of training.
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. Non-parametric comparative statistics were used to identify statistically significant differences between groups.
Results 98 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 0.912. These doctors have perceived their educational environment as more positive than negative. There seems to be a dip midway through training with an improvement towards the end of the two-year training period. The three worst scoring items seem to be related to when the trainees are on call.
Conclusion Perceptions of role autonomy and of 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.
Figure 1
Figure 1