Hamid Muhammad Haroon, Mahboob Usman, Khan Rehan Ahmed
Muhammad Haroon Hamid, FCPS, MRCP, FRCP, MSc Medical Education Professor, Dept. of Pediatrics, KEMU Lahore, MME Scholar, University of Lahore.
Usman Mahboob, MBBS, MPH, FHEA (UK), DHPE (UK), Post-Doc (UK), Fellow FAIMER (USA) Associate Professor in Medical Education Institute of Health Professions Education & Research, Khyber Medical University Peshawar.
Pak J Med Sci. 2023 Nov-Dec;39(6):1637-1641. doi: 10.12669/pjms.39.6.7696.
To compare the trainees' perception of the Educational Environment (EE) of the two parallel post-graduate training programs (MD & FCPS) in Pediatric Medicine.
This quantitative cross-sectional study was carried out by Department of Medical Education UOL and Department of Pediatric Medicine KEMU from February to December 2021. Data about the perception of EE was collected from the Pediatric Medicine trainees by purposive sampling using the 40 items PHEEM inventory. The inventory has three perception domains: role autonomy, teaching, and social support. In addition, to mean scores, the inventory also gives interpretation according to the score ranges. The FCPS and MD trainees of both genders and all years of training across the institutions of Punjab were approached using Google Forms. SPSS (v 23.0) was used for descriptive and analytic statistics.
A total of 327 trainees' responses were included-188 (57.5%) FCPS and 139 (42.5%) MD trainees. The mean overall score was 92±19.7 for FCSP and 93.88±21.5 for MD trainees (p-value 0.41). The interpretation of the overall score was "more positive than negative but room for improvement" in 67.3%. For the subscales of role autonomy, teaching, and social support, the perception was positive by 71%, 80%, and 45% of trainees, respectively. Except for three individual items, the mean scores of the subscales and the individual items were not statistically different between the two groups.
The Pediatric Medicine trainees' perception of the educational environment in the FCPS and MD groups was comparable overall and in all three domains. Individual item analysis showed almost similar areas for improvement in both programs.
比较学员对儿科学两个平行研究生培训项目（医学博士与巴基斯坦皇家内科医师学会会员资格考试）教育环境的看法。
本定量横断面研究由拉合尔大学医学教育系和真纳医学院儿科学系于2021年2月至12月开展。采用40项PHEEM量表，通过目的抽样从儿科学培训学员中收集有关教育环境看法的数据。该量表有三个看法领域：角色自主性、教学和社会支持。此外，除了平均分，该量表还根据分数范围给出解释。通过谷歌表单对旁遮普省各机构中所有培训年份、男女学员中的巴基斯坦皇家内科医师学会会员资格考试学员和医学博士学员进行调查。使用SPSS（v 23.0）进行描述性和分析性统计。
共纳入327名学员的回复，其中188名（57.5%）为巴基斯坦皇家内科医师学会会员资格考试学员，139名（42.5%）为医学博士学员。巴基斯坦皇家内科医师学会会员资格考试学员的总体平均分为92±19.7，医学博士学员为93.88±21.5（p值0.41）。67.3%的总体评分解释为“积极多于消极，但仍有改进空间”。在角色自主性、教学和社会支持子量表方面，分别有71%、80%和45%的学员看法积极。除三个单项外，两组子量表和单项的平均分无统计学差异。
儿科学培训学员对巴基斯坦皇家内科医师学会会员资格考试组和医学博士组教育环境的看法在总体及所有三个领域均具有可比性。单项分析显示，两个项目中几乎有相似的改进领域。
