Aalam Ahmad, Zocchi Mark, Alyami Khalid, Shalabi Abdullah, Bakhsh Abdullah, Alsufyani Asaad, Sabbagh Abdulrahman, Alshahrani Mohammed, Pines Jesse M
Department of Emergency Medicine, King Abdulaziz University, Jeddah, Saudi Arabia.
Department of Emergency Medicine, The George Washington University, Washington, DC, USA.
World J Emerg Med. 2018;9(1):5-12. doi: 10.5847/wjem.j.1920-8642.2018.01.001.
We compare educational environments (i.e. physical, emotional and intellectual experiences) of emergency medicine (EM) residents training in the United States of America (USA) and Saudi Arabia (SA).
A cross-sectional survey study was conducted using an adapted version of the validated Postgraduate Hospital Educational Environment Measure (PHEEM) survey instrument from April 2015 through June 2016 to compare educational environments in all emergency medicine residency programs in SA and three selected programs in the USA with a history of training Saudi physicians. Overall scores were compared across programs, and for subscales (autonomy, teaching, and social Support), using chi-squared, -tests, and analysis of variance.
A total of 219 surveys were returned for 260 residents across six programs (3 SA, 3 USA), with a response rate of 84%. Program-specific response rates varied from 79%-100%. All six residencies were qualitatively rated as "more positive than negative but room for improvement". Quantitative PHEEM scores for the USA programs were significantly higher: 118.7 compared to 109.9 for SA, =0.001. In subscales, perceptions of social support were not different between the two countries (=0.243); however, role autonomy (<0.001) and teaching (=0.005) were better in USA programs. There were no significant differences by post-graduate training year.
EM residents in all three emergency medicine residency programs in SA and the three USA programs studied perceive their training as high quality in general, but with room for improvements. USA residency programs scored higher in overall quality. This was driven by more favorable perceptions of role autonomy and teaching. Understanding how residents perceive their programs may help drive targeted quality improvement efforts.
我们比较了在美国和沙特阿拉伯接受急诊医学住院医师培训的教育环境（即身体、情感和智力体验）。
采用经过验证的研究生医院教育环境测量（PHEEM）调查工具的改编版本，于2015年4月至2016年6月进行横断面调查研究，以比较沙特阿拉伯所有急诊医学住院医师培训项目和美国三个有培训沙特医生历史的选定项目的教育环境。使用卡方检验、t检验和方差分析对各项目的总体得分以及各子量表（自主性、教学和社会支持）进行比较。
六个项目（3个沙特阿拉伯项目，3个美国项目）的260名住院医师共返回了219份调查问卷，回复率为84%。各项目的特定回复率从79%到100%不等。所有六个住院医师培训项目在定性评价中均为“积极多于消极，但仍有改进空间”。美国项目的PHEEM定量得分显著更高：118.7，而沙特阿拉伯为109.9，P = 0.001。在子量表方面，两国对社会支持的看法没有差异（P = 0.243）；然而，美国项目在角色自主性（P < 0.001）和教学（P = 0.005）方面表现更好。研究生培训年份之间没有显著差异。
沙特阿拉伯的三个急诊医学住院医师培训项目和所研究的美国三个项目中的急诊医学住院医师总体上认为他们的培训质量很高，但仍有改进空间。美国住院医师培训项目的总体质量得分更高。这是由于对角色自主性和教学的看法更为积极。了解住院医师对其项目的看法可能有助于推动有针对性的质量改进工作。
