Alhenaidi Abdulaziz, Alqallaf Basema, Alsalahi Sultan, Al-Haqan Asmaa, Elsherif Mohamed, Kelendar Hisham
Ministry of Health, Kuwait City, Kuwait.
Pharmacy Practice Department, College of Pharmacy, Kuwait University, Kuwait City, Kuwait.
BMC Med Educ. 2025 Mar 28;25(1):457. doi: 10.1186/s12909-025-07030-z.
A positive educational environment in postgraduate medical education can immensely affect academic outcomes and lower residents' chances of burnout. However, no studies were conducted in Kuwait to examine the educational environment and its association with residents' well-being. This study aims to investigate the association between the current learning environment and the well-being of the trainees who are having rotations in hospitals in Kuwait.
A cross-sectional survey was distributed to all residents currently enrolled in postgraduate medical and dental educational programs. The survey included the Postgraduate Hospital Educational Environment Measure (PHEEM) and the World Health Organization (WHO)-5 Well-Being Index. Pearson's correlation coefficient was used to measure the correlation between two quantitative variables, and linear regression analysis was used to assess factors associated with the well-being score.
The analysis included 184 residents. The mean scores for role autonomy perception, teaching perception, and social support perception were 31.28 ± 11.33, 35.15 ± 13.72, and 23.14 ± 8.57, respectively, with a mean total PHEEM score of 89.58 ± 32.2. Residents' well-being scores ranged from 5 to 25, with a mean of 12.26 ± 4.35. In regression analysis, increased role autonomy, teaching, and social support perception scores were associated with higher well-being. In a multivariable model, each one-unit increase in social support perception score was significantly associated with higher well-being by 0.16 (95%CI: 0.03 to 0.3, P = 0.014), which indicates the positive correlation between the social support elements in the educational environment and residents' well-being. However, the study's limitations, including small sample size and nonresponse bias, should be considered.
Assessing the hospital educational environment and residents' well-being has provided vital insights into the strengths and areas needing improvement in postgraduate medical education. Addressing identified areas for improvement can significantly enhance the educational environment, thereby improving trainee satisfaction and well-being. Future studies should focus on confirming the results of this study, assessing proper interventions to improve the educational environment and focusing on social support interventions to improve residents' well-being.
研究生医学教育中积极的教育环境会极大地影响学术成果，并降低住院医师职业倦怠的几率。然而，科威特尚未开展任何研究来考察教育环境及其与住院医师幸福感的关联。本研究旨在调查科威特目前的学习环境与在医院轮转的实习医生幸福感之间的关联。
对所有目前参加研究生医学和牙科教育项目的住院医师进行了一项横断面调查。该调查包括研究生医院教育环境量表（PHEEM）和世界卫生组织（WHO）-5幸福感指数。采用Pearson相关系数来衡量两个定量变量之间的相关性，并使用线性回归分析来评估与幸福感得分相关的因素。
分析纳入了184名住院医师。角色自主性感知、教学感知和社会支持感知的平均得分分别为31.28±11.33、35.15±13.72和23.14±8.57，PHEEM总平均得分为89.58±32.2。住院医师的幸福感得分在5至25分之间，平均为12.26±4.35。在回归分析中，角色自主性、教学和社会支持感知得分的增加与更高的幸福感相关。在多变量模型中，社会支持感知得分每增加一个单位，幸福感显著提高0.16（95%置信区间：0.03至0.3，P = 0.014），这表明教育环境中的社会支持因素与住院医师的幸福感之间存在正相关。然而，应考虑本研究的局限性，包括样本量小和无应答偏差。
评估医院教育环境和住院医师的幸福感为研究生医学教育的优势和需要改进的领域提供了重要见解。解决已确定的改进领域可显著改善教育环境，从而提高实习医生的满意度和幸福感。未来的研究应侧重于证实本研究的结果，评估改善教育环境的适当干预措施，并侧重于改善住院医师幸福感的社会支持干预措施。
