Shavoun Amin Hoseini, Mirzazadeh Azim, Kashani Homa, Raeeskarami Seyed Reza, Gandomkar Roghayeh
Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
J Educ Health Promot. 2025 Feb 28;14:68. doi: 10.4103/jehp.jehp_1650_23. eCollection 2025.
The quality of the educational environment (EE) influences residents' achievement of learning outcomes and their professional development. The purpose of this study was to evaluate the EE using the short-version Postgraduate Hospital Educational Environment Measure (PHEEM) and compare residents' perceptions in total and subscale PHEEM according to their age, sex, residency year, and specialty.
This multicenter cross-sectional study was conducted at 12 teaching hospitals affiliated with the Tehran University of Medical Sciences. We recruited residents from 24 specialties and from the first to third/fourth residency years. Data were collected using the short-version PHEEM, which consists of 12 items with three subscales: senior doctor support and teaching skills (4), conditions of working and time to learn (4), and lack of harassment (4). The association between scores in total and each subscale with sex, residency year, and specialty was assessed.
In total, 538 residents from 24 specialties completed the questionnaire. Most participants were from internal medicine ( = 72, 13.4%). A total of 347 (64.5%) participants were females. The total PHEEM score was 20.60 (standard deviation (SD) 5.44) out of 48, with occupational medicine residents giving the highest scores and forensic medicine residents the lowest. The mean scores for the dimensions of senior doctor support and teaching skills were 7.55 (SD 2.87), for conditions of working and time to learn 6.08 (SD 3.94), and 6.95 (SD 3.22) for lack of harassment. There was no significant difference in total PHEEM scores for males and females. However, significant differences were found in subscales by sex. There were no statistically significant differences in residents' perceptions of the EE (total and subscales) according to their residency years, but there were significant differences between the specialties ( < 0.001).
The EE of the residency training program during COVID-19 was perceived to have plenty of problems that need immediate attention and follow-up.
教育环境（EE）的质量会影响住院医师学习成果的达成及其职业发展。本研究的目的是使用简版研究生医院教育环境量表（PHEEM）评估教育环境，并根据住院医师的年龄、性别、住院年限和专业比较他们在PHEEM总分及各子量表方面的看法。
这项多中心横断面研究在德黑兰医科大学附属的12家教学医院开展。我们招募了来自24个专业、处于住院医师第一年至第三/第四年的住院医师。使用简版PHEEM收集数据，该量表由12个条目组成，包含三个子量表：上级医生支持与教学技能（4个）、工作条件与学习时间（4个）以及无骚扰情况（4个）。评估了总分及各子量表得分与性别、住院年限和专业之间的关联。
共有来自24个专业的538名住院医师完成了问卷。大多数参与者来自内科（n = 72，13.4%）。共有347名（64.5%）参与者为女性。PHEEM总分在48分中为20.60（标准差（SD）5.44），职业医学住院医师得分最高，法医学住院医师得分最低。上级医生支持与教学技能维度的平均得分为7.55（SD 2.87），工作条件与学习时间维度为6.08（SD 3.94），无骚扰情况维度为6.95（SD 3.22）。男性和女性的PHEEM总分无显著差异。然而，各子量表得分在性别上存在显著差异。住院医师对教育环境（总分及各子量表）的看法在住院年限方面无统计学显著差异，但在专业之间存在显著差异（P < 0.001）。
COVID - 19期间住院医师培训项目的教育环境被认为存在诸多问题，需要立即关注和跟进。
