scholarly journals Reliability of residents’ assessments of their postgraduate medical education learning environment: an observational study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Paul L. P. Brand ◽  
H. Jeroen Rosingh ◽  
Maarten A. C. Meijssen ◽  
Ingrid M. Nijholt ◽  
Saskia Dünnwald ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Observational Study ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Teaching Hospitals ◽  
Social Desirability Bias ◽  
Education Environment ◽  
Continuous Scale ◽  
Set Up

Abstract Background Even in anonymous evaluations of a postgraduate medical education (PGME) program, residents may be reluctant to provide an honest evaluation of their PGME program, because they fear embarrassment or repercussions from their supervisors if their anonymity as a respondent is endangered. This study was set up to test the hypothesis that current residents in a PGME program provide more positive evaluations of their PGME program than residents having completed it. We therefore compared PGME learning environment evaluations of current residents in the program to leaving residents having completed it. Methods This observational study used data gathered routinely in the quality cycle of PGME programs at two Dutch teaching hospitals to test our hypothesis. At both hospitals, all current PGME residents are requested to complete the Scan of Postgraduate Education Environment Domains (SPEED) annually. Residents leaving the hospital after completion of the PGME program are also asked to complete the SPEED after an exit interview with the hospital’s independent residency coordinator. All SPEED evaluations are collected and analysed anonymously. We compared the residents’ grades (on a continuous scale ranging from 0 (poor) to 10 (excellent)) on the three SPEED domains (content, atmosphere, and organization of the program) and their mean (overall department grade) between current and leaving residents. Results Mean (SD) overall SPEED department grades were 8.00 (0.52) for 287 current residents in 39 PGME programs and 8.07 (0.48) for 170 leaving residents in 39 programs. Neither the overall SPEED department grades (t test, p = 0.53, 95% CI for difference − 0.16 to 0.31) nor the department SPEED domain grades (MANOVA, F(3, 62) = 0.79, p = 0.51) were significantly different between current and leaving residents. Conclusions Residents leaving the program did not provide more critical evaluations of their PGME learning environment than current residents in the program. This suggests that current residents’ evaluations of their postgraduate learning environment were not affected by social desirability bias or fear of repercussions from faculty.

scholarly journals Reliability of residents’ assessments of their postgraduate medical education learning environment: an observational study

2019 ◽  
Author(s):  
Paul L P Brand ◽  
H Jeroen Rosingh ◽  
Maarten A C Meijssen ◽  
Ingrid M Nijholt ◽  
Saskia Dünnwald ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Observational Study ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Teaching Hospitals ◽  
Social Desirability Bias ◽  
Education Environment ◽  
Continuous Scale ◽  
Set Up

Abstract Background. Even in anonymous evaluations of a postgraduate medical education (PGME) program, residents may be reluctant to provide an honest evaluation of their PGME program, because they fear embarrassment or repercussions from their supervisors if their anonymity as a respondent is endangered. This study was set up to test the hypothesis that current residents in a PGME program provide more positive evaluations of their PGME program than residents having completed it. We therefore compared PGME learning environment evaluations of current residents in the program to leaving residents having completed it. Methods. This observational study used data gathered routinely in the quality cycle of PGME programs at two Dutch teaching hospitals to test our hypothesis. At both hospitals, all current PGME residents are requested to complete the Scan of Postgraduate Education Environment Domains (SPEED) annually. Residents leaving the hospital after completion of the PGME program are also asked to complete the SPEED after an exit interview with the hospital’s independent residency coordinator. All SPEED evaluations are collected and analysed anonymously. We compared the residents’ grades (on a continuous scale ranging from 0 (poor) to 10 (excellent)) on the three SPEED domains (content, atmosphere, and organization of the program) and their mean (overall department grade) between current and leaving residents. Results. Mean (SD) overall SPEED department grades were 8.00 (0.52) for 287 current residents in 39 PGME programs and 8.07 (0.48) for 170 leaving residents in 39 programs. Neither the overall SPEED department grades (t test, p=0.53, 95% CI for difference -0.16 to 0.31) nor the department SPEED domain grades (MANOVA, F(3, 62)=0.79, p=0.51) were significantly different between current and leaving residents. Conclusions. Residents leaving the program did not provide more critical evaluations of their PGME learning environment than current residents in the program. This suggests that current residents’ evaluations of their postgraduate learning environment were not affected by social desirability bias or fear of repercussions from faculty.

scholarly journals Reliability of residents’ assessments of their postgraduate medical education learning environment: an observational study

2019 ◽  
Author(s):  
Paul L P Brand ◽  
H Jeroen Rosingh ◽  
Maarten A C Meijssen ◽  
Ingrid M Nijholt ◽  
Saskia Dünnwald ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Observational Study ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Teaching Hospitals ◽  
Social Desirability Bias ◽  
Education Environment ◽  
Continuous Scale ◽  
Set Up

Abstract Background. Even in anonymous evaluations of a postgraduate medical education (PGME) program, residents may be reluctant to provide an honest evaluation of their PGME program, because they fear embarrassment or repercussions from their supervisors if their anonymity as a respondent is endangered. This study was set up to test the hypothesis that current residents in a PGME program provide more positive evaluations of their PGME program than residents having completed it. We therefore compared PGME learning environment evaluations of current residents in the program to leaving residents having completed it. Methods. This observational study used data gathered routinely in the quality cycle of PGME programs at two Dutch teaching hospitals to test our hypothesis. At both hospitals, all current PGME residents are requested to complete the Scan of Postgraduate Education Environment Domains (SPEED) annually. Residents leaving the hospital after completion of the PGME program are also asked to complete the SPEED after an exit interview with the hospital’s independent residency coordinator. All SPEED evaluations are collected and analysed anonymously. We compared the residents’ grades (on a continuous scale ranging from 0 (poor) to 10 (excellent)) on the three SPEED domains (content, atmosphere, and organization of the program) and their mean (overall department grade) between current and leaving residents. Results. Mean (SD) overall SPEED department grades were 8.00 (0.52) for 287 current residents in 39 PGME programs and 8.07 (0.48) for 170 leaving residents in 39 programs. Neither the overall SPEED department grades (t test, p=0.53, 95% CI for difference -0.16 to 0.31) nor the department SPEED domain grades (MANOVA, F(3, 62)=0.79, p=0.51) were significantly different between current and leaving residents. Conclusions. Residents leaving the program did not provide more critical evaluations of their PGME learning environment than current residents in the program. This suggests that current residents’ evaluations of their postgraduate learning environment were not affected by social desirability bias or fear of repercussions from faculty.

scholarly journals Reliability of residents’ assessments of their postgraduate medical education learning environment: an observational study

2019 ◽  
Author(s):  
Paul L P Brand ◽  
H Jeroen Rosingh ◽  
Maarten A C Meijssen ◽  
Ingrid M Nijholt ◽  
Saskia Dünnwald ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Observational Study ◽  
Social Desirability ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Teaching Hospitals ◽  
Social Desirability Bias ◽  
Education Environment ◽  
Set Up

Abstract Background. Even in anonymous evaluations of a postgraduate medical education (PGME) program, residents may be reluctant to provide an honest evaluation of their PGME program, because they fear embarrassment or repercussions from their supervisors if their anonymity as a respondent is endangered. This study was set up to test the hypothesis that current residents in a PGME program provide more positive evaluations of their PGME program than residents having completed it. We therefore compared PGME learning environment evaluations of current residents in the program to leaving residents having completed it.Methods. This observational study used data gathered routinely in the quality cycle of PGME programs at two Dutch teaching hospitals to test our hypothesis. At both hospitals, all current PGME residents are requested to complete the Scan of Postgraduate Education Environment Domains (SPEED) annually. Residents leaving the hospital after completion of the PGME program are also asked to complete the SPEED after an exit interview with the hospital’s independent residency coordinator. All SPEED evaluations are collected and analysed anonymously. We compared the residents’ grades (on a 1-10 scale) on the three SPEED domains (content, atmosphere, and organization of the program) and their mean (overall department grade) between current and leaving residents. Results. Mean (SD) overall SPEED department grades were 8.00 (0.52) for 287 current residents in 39 PGME programs and 8.07 (0.48) for 170 leaving residents in 39 programs. Neither the overall SPEED department grades (t test, p=0.53, 95% CI for difference -0.16 to 0.31) nor the department SPEED domain grades (MANOVA, F(3, 62)=0.79, p=0.51) were significantly different between current and leaving residents. Conclusions. Residents leaving the program did not provide more critical evaluations of their PGME learning environment than current residents in the program. This suggests that current residents’ evaluations of their postgraduate learning environment were not affected by social desirability bias or fear of repercussions from faculty.

scholarly journals The Postgraduate Medical Education and Training Board (PMETB) goes live

2005 ◽  
Vol 29 (11) ◽  
pp. 431-433 ◽  
Author(s):  
Nick Brown
Keyword(s):  
Medical Education ◽  
Medical Practice ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Education And Training ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training ◽  
Practice Education

The Postgraduate Education and Training Board (PMETB) was established by the General and Specialist Medical Practice (Education and Qualifications) Order, approved by parliament on 4 April 2003 to develop a single, unifying framework for postgraduate medical education and training across the UK. The Order placed a duty on the Board to establish, maintain and develop standards and requirements relating to all aspects of postgraduate medical education and training in the UK.

scholarly journals 771 Shaping the Virtual Learning Environment: Emojis As A Novel Feedback Modality for Content Delivery in Postgraduate Medical Education

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
K Rajdev ◽  
E Watts ◽  
M Eastwood ◽  
S Goh ◽  
U Ahmed ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Postgraduate Medical Education ◽  
Virtual Learning ◽  
Content Delivery ◽  
Virtual Learning Environment ◽  
Free Text ◽  
The Novel ◽  
Feedback Systems ◽  
Rapid Appraisal

Abstract Introduction Postgraduate medical education in the wake of a pandemic has sparked creativity, evolving novel platforms concordant with socially distanced learning. Inevitably, evaluation is critical in navigating improvements in content delivery. However, as culture continues to shift away from didactic teaching, students are at risk of ‘feedback overload’. We propose a novel emoji scale to facilitate rapid appraisal. Method A three-point emoji scale was developed within the novel virtual learning environment for core surgical training in the West Midlands. Engagement with the emoji system was assessed and correlated with conventional post-course questionnaires. Results The novel emoji system provided a rapid mechanism for trainees to express opinion on individual modules immediately following completion. Parallels to social media meant this modality felt familiar to trainees. Simplification of feedback permitted prompt, targeted review of modules for improvement, as opposed to laborious collection and analysis of standard post-course questionnaires. Literature review revealed limited research regarding similar emoji-based responses, or the validity of Likert or free-text based feedback systems. Conclusion As virtual learning evolves following COVID-19, feedback systems help guide evolution. Emoji-based feedback may provide the key to prompt, accessible evaluation of VLE platforms.

scholarly journals Medical Students’ Perceptions of the Medical Education Learning Environment at the University of Nairobi: II. A Qualitative Study

2021 ◽  
Vol 18 (2) ◽  
pp. 103-108
Author(s):  
Daniel Ojuka ◽  
Faith Aseta ◽  
Beth Githambo ◽  
Brian Wambua
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Educational Environment ◽  
Group Discussions ◽  
Educational Structure ◽  
Education Environment ◽  
The Social ◽  
The University ◽  
Voice Recorder

Background: The educational environment (EE) has a significant influence on effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated tool to assess the EE. A DREEM survey done in early 2019 among medical students at the University of Nairobi highlighted many problems. It was therefore important to explore why such perceptions existed among the medical students. Objectives: To explore medical students’ perceptions ofthe medical education learning environment at the University of Nairobi. Methods: Qualitative focus group discussions (FGD) were held among medical students in years III to VI in groups of between 8and 12students. The discussions were recorded using a Samsung J6 phone voice recorder, transcribed, coded, and analysed for themes until saturation was reached. Results: We held six FGD with medical students in years III to VI and identified four thematic areas: 1) poor educational infrastructure, 2) poor educational structure, 3) teacher-centred teaching, and 4) lack of social support for students in difficulties. Conclusion: Exploring the perceptions of the EE confirmed students have a poor view of the educational environment. The issues raised are good feedback on teaching, governance and the social culture of the institution. Keywords: Learning environment, DREEM, Medical students, Qualitative methods 

Learning Environment at CMH Lahore Medical College - Perspective of medical students

2021 ◽  
Vol 15 (12) ◽  
pp. 3205-3208
Author(s):  
Shaista Arshad Jarral ◽  
Uzma Naseer ◽  
Aisha Zeeshan ◽  
Amna Liaqat ◽  
Umar Farooq
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Observational Study ◽  
Total Count ◽  
Social Self ◽  
Survey Tool ◽  
Medical College ◽  
Self Perceptions ◽  
Maximum Value ◽  
Education Environment

Aim: To evaluate learning environment at CMH Medical College (CMH-LMC) as perceived by medical students. Methods: An observational study was conducted at CMHLMC, Lahore from July,2020 till December, 2020, using DREEM survey tool. Feedback to five category questions on Likert scale were used to count DREEM scores. Results: Mean DREEM count in our study came out to be 123.78±8.69. In respect of subcategories, Students’ Perceptions of Learning (POL), the maximum value was 29.48; Students’ Perceptions of Teachers (POT) showed a total score of 26.59; Students’ Academic Self-Perception (ASP) reached the highest number of 18.15; Students’ Perceptions Of Atmosphere (POA) attained total count of 32.38 and Students’ Social Self-Perceptions (SSP) made up a highest score of 17.19. Conclusion: Learning environment at CMHLMC, was perceived positive by medical students. Keywords: Dundee Ready Education Environment Measure (DREEM), Learning environment (LE), Perception

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