Evaluation of Medical Specialization Education Students' Perceptions of Hospital Education Environment and Affecting Factors

Mustafa Karademir; Ezgi Ağadayı; Seher Karahan; Dilay Karademir

doi:10.7197/cmj.1206015

Research Article

Evaluation of Medical Specialization Education Students' Perceptions of Hospital Education Environment and Affecting Factors

Year 2022, , 348 - 355, 31.12.2022

Mustafa Karademir , Ezgi Ağadayı , Seher Karahan , Dilay Karademir

https://doi.org/10.7197/cmj.1206015

Abstract

Aim: Our aim in this study is to determine the perceptions of medical residency students studying at a university about the hospital education environment and the factors affecting it.
Methods: This was a descriptive study. The population of the research consisted of specialty students studying at Sivas Cumhuriyet University. The research questionnaire was sent to the participants via text message to their personal mobile phone numbers. Informed consent was obtained from the participants on the first page of the survey link sent to them. The data collection tool used in the study included a total of 71 questions. The first part was created by the researchers through literature review and included 31 questions. The other 40 questions were Postgraduate Hospital Educational Environment Measure (PHEEM).
Results: 266 of the 387 residency students in the faculty participated in the survey (Response rate: 68.7%). 79% of residency students studying in medical sciences and 56% in surgical sciences participated in the research. 11.7% (n=23) of residents from medical sciences and 28.6% (n=20) of residents from surgical sciences stated that no seminar hours were held. Postgraduate Hospital Educational Environment Measure mean score of the residency students was found to be 83.6 ± 25.5. The mean score did not differ significantly between departments (p=0.578). Those who thought that there were enough residents and faculty members had higher educational environment measure scores (respectively p=0.010 and p<0.001). The educational environment scale scores of the specialty students who participated in scientific research and participated in the congress were higher than the groups that did not participate (respectively p<0.001 and p=0.001). 52.3% (n=139) of the residency students evaluated the education environment as more positive than negative, but room for improvement.
Conclusion: Most of the students evaluated the educational environment positively. In order to improve the perception of the educational environment, student seminar training and congress participation should be supported, and the number of faculty members should be brought to optimal levels.

Keywords

Medical Education, Hospital, Environment, Medical Residency, Physicians

References

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21. Genn J, Harden R. 1986. What is medical education here really like? Suggestions for action research studies of climates of medical education – unifying perspective. Med Teach. 8:111–124.
22. Chan CYW, Sum MY, Lim WS, Chew NWM, Samarasekera DD, Sim K. Adoption and correlates of Postgraduate Hospital Educational Environment Measure (PHEEM) in the evaluation of learning environments – A systematic review. Medical Teacher. 2016;38(12):1248-1255.

Year 2022, , 348 - 355, 31.12.2022

Mustafa Karademir , Ezgi Ağadayı , Seher Karahan , Dilay Karademir

https://doi.org/10.7197/cmj.1206015

Abstract

References

1. Nordquist J, Hall J, Caverzagie K, Snell L, Chan MK, Thoma B, Razack S, Philibert I. The clinical learning environment, Medical Teacher. 2019;41(4):366-372.
2. Kilty C, Wiese A, Bergin C, Flood P, Fu N, Horgan M, Higgins A, Maher B, O'Kane G, Prihodova L, Slattery D, Stoyanov S, Bennett D. A national stakeholder consensus study of challenges and priorities for clinical learning environments in postgraduate medical education. BMC Med Educ. 2017;17(1):226.
3. Teunissen PW, Scheele F, Scherpbier AJJA, Van Der Vleuten CPM, Boor K, Van Luijk SJ, JAAM VD-S. How residents learn: qualitative evidence for the pivotal role of clinical activities. Med Educ. 2007;41:763–70.
4. Josiah M. Jr. Foundation. 2018. Improving environments for learning in the health professions. Recommendations from the Macy Foundation Conference. New York: Josiah Macy Jr. Foundation.
5. Gruppen L, Irby D, Durning, Maggio L. Interventions designed to improve the learning environment in the health professions: a scoping review. AMEE MedEd Pub. 2018;7:73.
6. Ramani S, Leinster S. AMEE Guide no. 34: Teaching in the clinical environment. Med Teach. 2008;30(4):347-64.
7. Ersoy F. Tıp Eğitiminde Eğitici Eğitimi Programlarına Bir Bakış. Tıp Eğitimi Dünyası 2003;11:38-42.
8. Yılmaz Y, Uçar E, Ertin H. Tıpta Uzmanlık Eği̇ti̇mi̇ ve Asi̇stan Heki̇mleri̇n Sorunlarının İrdelenmesi̇: Bi̇r Anket Çalışması. Tıp Eğitimi Dünyası. 2019;54.
9. Tıpta ve Diş Hekimliğinde Uzmanlık Eğitimi Yönetmeliği. Resmî Gazete Tarihi: 26.04.2014 Resmî Gazete Sayısı: 28983.
10. Kanun Numarası: 1219. Tababet Ve Şuabatı San'atlarının Tarzı İcrasına Dair Kanun. EK–1.Tıpta Uzmanlık Ana Dalları ve Eğitim Sürelerine Dair Çizelge. (Bu çizelge 6/4/2011 tarihli ve 6225 sayılı Kanunun 10 uncu maddesinin hükmüdür.)
11. https://tuk.saglik.gov.tr/TR-30148/programlar.html# 24.09.2022 tarihinde erişilmiştir.
12. Roff S, McAleer S, Skinner A. Development And Validation Of An Instrument To Measure The Postgraduate Clinical Learning And Teaching Educational Environment For Hospital-Based Junior Doctors In The UK. Medical Teacher 2005;27:326–331.
13. Balcıoğlu H. Tıpta Uzmanlık Öğrencilerinin Eğitim Ortamı Algılamaları ve Buna Etkili Faktörlerin Değerlendirilmesi [yayımlanmamış yüksek lisans tezi]. Ankara: Üniversitesi; 2008.
14. Türk Tabipler Birliği. Tıpta Uzmanlık Eğitimi Raporu-2015. Birinci Baskı, Türk Tabipleri Birliği Yayınları, Ankara; 2015.
15. Atılgan B, Taşdelen Teker G, Sezer B, Yeşiltepe M, Odabaşı O. Hacettepe Üniversitesi’nde Tıpta Uzmanlık Öğrencilerinin Klinik Eğitim Ortamlarına İlişkin Algılarının Değerlendirilmesi. Sürekli Tıp Eğitimi Dergisi. 2020;29(1):44-53.
16. Zeybek V, Cavlak M, Kara CO, Tümer AR, Acar K. Adli Tıp Uzmanlık Öğrencilerinin Hastane Eğitim Ortamı Algılarının Değerlendirilmesi. Adli Tıp Bülteni. 2021;26(3):164-170.
17. Doğan Ü. Danışman: Karaoğlu N. Türkiye’deki Aile Hekimliği Uzmanlık Öğrencilerinin Eğitim ve Çalışma Koşulları Hakkındaki Görüşleri. Tıpta Uzmanlık Tezi. Konya 2020.
18. Doğan Ü, Karaoğlu N. The Opinions of Family Medicine Residents about Education and Working Conditions in Turkey. Konuralp Medical Journal 2022;14(2): 309-316.
19. Kuran E. Danışman: Taştan K. Üniversite ve Eğitim Araştırma Hastanelerinde Çalışan Aile Hekimliği Asistanlarının Eğitim Ortamı Algıları ve Bu Algıları Etkileyen Faktörler. Tıpta Uzmanlık Tezi. Erzurum 2017.
20. Koutsogiannou P, Dimoliatis IDK, Mavridis D, et al. Validation of the Postgraduate Hospital Educational Environment Measure (PHEEM) in a sample of 731 Greek residents. BMC Res Notes. 2015;8-734.
21. Genn J, Harden R. 1986. What is medical education here really like? Suggestions for action research studies of climates of medical education – unifying perspective. Med Teach. 8:111–124.
22. Chan CYW, Sum MY, Lim WS, Chew NWM, Samarasekera DD, Sim K. Adoption and correlates of Postgraduate Hospital Educational Environment Measure (PHEEM) in the evaluation of learning environments – A systematic review. Medical Teacher. 2016;38(12):1248-1255.

There are 22 citations in total.

Details

Primary Language	English
Subjects	Health Care Administration
Journal Section	Basic Science Research Articles
Authors	Mustafa Karademir 0000-0002-0734-9040 Ezgi Ağadayı 0000-0001-9546-2483 Seher Karahan 0000-0002-4066-2928 Dilay Karademir 0000-0002-9813-4255
Publication Date	December 31, 2022
Acceptance Date	December 25, 2022
Published in Issue	Year 2022

Cite

AMA	Karademir M, Ağadayı E, Karahan S, Karademir D. Evaluation of Medical Specialization Education Students’ Perceptions of Hospital Education Environment and Affecting Factors. CMJ. December 2022;44(4):348-355. doi:10.7197/cmj.1206015

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