Department of Gynecology and Obstetrics, Civil Hospital of Brescia, University of Brescia, Brescia, Italy.
Department of Obstetrics and Gynecology, "Filippo Del Ponte" Hospital, University of Insubria, Varese, Italy.
Eur J Obstet Gynecol Reprod Biol. 2019 Oct;241:13-18. doi: 10.1016/j.ejogrb.2019.07.028. Epub 2019 Jul 23.
To evaluate the learning climate (LC) and quality of training in postgraduate training courses in gynecology and obstetrics in Italy, as essential element to improve the training quality of future medical specialists.
Web-based anonymous survey sent to all Italian trainees in gynecology and obstetrics to assess LC and quality of postgraduate training courses. This included sociodemographic information, details regarding training positions, and a 50-item validated Dutch Residency Educational Climate Test (D-RECT) questionnaire with 11 subscales (1-5 Likert scale). At the same time, the 24-items Fifth Year Training Questionnaire (FYT-Q) was submitted to all trainees at the fifth year of training to assess quality of life (burnout and depression), quality of training and final achieved competency level. Descriptive statistics were used to describe the main characteristics of the study population and for the D-RECT and the FYT-Q results.
One hundred seventy-eight trainees' responses were included from 13 departments, yielding a department response rate of 33%. The mean composite score of the D-RECT was 3.185 (SD 0.305). The subscales "Formal education" and "Role of specialty tutor" scored a mean of 2.751 (SD 0.123) and 2.757 (SD 0.130), respectively. Sixty-four FYT-Q evaluations were completed. The 33% of trainees reported more than 56 weekly working hours. At least one burnout episode during the training was reported by 61% of the trainees, and the 45% of them reported one or more episode of depression. More than 50% of trainees reported adequate autonomy for gynecologic ultrasound, obstetrics first level ultrasound, hysteroscopy, and cesarean section. In FYT-Q adequacy of training, teaching, surgical teaching, and tutoring values resulted equal to or less than 3 in a 1-5 Likert scale.
D-RECT and FYT-Q questionnaires show a training that requires improvement, although the results do not seem to be completely consistent. D-RECT emphasizes the need for a better formal teaching and specialty tutors to ensure training with better LC. Interventions are needed to improve LC and quality of training in postgraduate training courses in gynecology and obstetrics in Italy.
评估意大利妇产科研究生课程的学习氛围（LC）和培训质量，这是提高未来医学专家培训质量的关键要素。
通过网络向所有意大利妇产科实习生发送匿名调查，以评估 LC 和研究生课程的培训质量。调查内容包括社会人口统计学信息、培训职位详细信息以及包含 11 个分量表（1-5 级 Likert 量表）的 50 项经验证的荷兰住院医师教育气候测试（D-RECT）问卷。同时，向第五年培训的所有实习生提交了 24 项第五年培训问卷（FYT-Q），以评估生活质量（倦怠和抑郁）、培训质量和最终达到的能力水平。采用描述性统计方法描述研究人群的主要特征以及 D-RECT 和 FYT-Q 的结果。
从 13 个科室中收集了 178 名实习生的回复，科室回复率为 33%。D-RECT 的平均综合得分为 3.185（SD 0.305）。“正规教育”和“专业导师角色”分量表的平均得分分别为 2.751（SD 0.123）和 2.757（SD 0.130）。完成了 64 项 FYT-Q 评估。33%的实习生每周工作超过 56 小时。61%的实习生报告在培训期间至少经历过一次倦怠，45%的人报告经历过一次或多次抑郁。超过 50%的实习生报告在妇科超声、产科一级超声、宫腔镜和剖宫产方面有足够的自主权。在 FYT-Q 中，培训、教学、手术教学和辅导的价值等于或小于 1-5 Likert 量表的 3。
D-RECT 和 FYT-Q 问卷显示培训需要改进，尽管结果似乎并不完全一致。D-RECT 强调需要更好的正规教学和专业导师，以确保培训具有更好的 LC。需要采取干预措施来提高意大利妇产科研究生课程的 LC 和培训质量。
