Assessment of hospital educational environment perceptions of obstetrics and gynecology residents in specialty and subspecialty training

Yıl 2020, , 64 - 75, 30.04.2020

Mekin Sezik , Mehtap Savran , Cüneyt Orhan Kara , Mustafa Kemal Alimoğlu

https://doi.org/10.25282/ted.593420

Cited By: 1

Öz

Background: Data on educational hospital environment perceptions of obstetrics and gynecology residents in Turkey are limited. The present study aims to evaluate the educational environment perceptions of residents in (sub)specialty training in an obstetrics and gynecology department

Methods: Postgraduate Hospital Educational Environment Measure (PHEEM) was administered to all residents (n=19) in specialty and subspecialty training at an obstetrics and gynecology department of a single university hospital. Item and subscale scores of gender and postgraduate experience groups were compared using student’s t-test. The participants were classified into two groups regarding postgraduate experience as “novice” (postgraduate year 1 and 2) and “experienced” (postgraduate year 3 and above). Cronbach’s alpha coefficient was calculated to estimate score reliability.

Results: The overall Cronbach’s alpha coefficient and mean cumulative score was 0.938 and 85.8 ± 24.8 (more positive than negative, but room for improvement), respectively. Mean subscale scores were 28.3 ± 8.2 for role of autonomy (negative view), 33.4 ± 11.0 for teaching (moving in the right direction), and 24.1 ± 6.8 for social support (more pros than cons). Cumulative and category scores did not differ regarding gender (p > 0.05 for all). Experienced group had similar mean cumulative (p=0.06), but increased social perception scores (p=0.03) compared to novice group. Mean scores of three items were extremely low (<1): (i) an informative junior doctor’s handbook is available, (ii) this hospital has good accommodation facilities for junior doctors, especially when on call, and (iii) my working hours comply with legal requirements.     

Conclusions: Hospital educational environment perceptions of physicians in (sub)specialty training are generally positive independent of gender in the reviewed department, while there is room for improvement of various role autonomy and social support components such as doctor’s handbook, on call accommodation, and working hours. PHEEM seems to be a relatively practical, convenient, and reliable tool to evaluate and improve postgraduate medical training.  

Anahtar Kelimeler

postgraduate training, hospital education environment, obstetrics and gynecology

Kadın Hastalıkları ve Doğum Uzmanlık ve Yan Dal Uzmanlık Öğrencilerinin Hastane Eğitim Ortamı Algılarının Değerlendirilmesi

Öz

Giriş: Türkiye’de kadın hastalıkları ve doğum uzmanlık öğrencilerinin hastane içi eğitim ortamı algılarına dair kısıtlı veri mevcuttur. Mevcut araştırmada, Mezuniyet Sonrası Hastane Eğitim Ortamı Ölçeğinin (MESHEÖ), bir kadın hastalıkları ve doğum kliniğindeki asistan hekimlere uygulanarak eğitim ortamı algılarının saptanması amaçlanmıştır.

Gereç ve Yöntem: Tek bir kadın hastalıkları ve doğum anabilim dalındaki uzmanlık ve yan dal uzmanlık öğrencilerinin tümüne (n=19) MESHEÖ uygulandı. Maddeler ve alt başlıklar için dağılım ve skorlar hesaplandı. Cinsiyet ve kıdem (ilk 2 yıl kıdemsiz, 2 yıldan sonra kıdemli) açısından student’s t-test kullanılarak skorlar karşılaştırıldı. Ölçüm güvenirliği kestirimi için Cronbach’ın alfa katsayısı hesaplandı.

Bulgular: Cronbach’ın alfa katsayısı 0.938 ve ortalama toplam skor 85.8 ± 24.8 (olumlu ancak geliştirilmesi gereken eğitim ortamı) olarak hesaplandı. Mesleki özerklik, eğitim niteliği ve sosyal destek algılarına dair alt grup ortalama skorları ise sırasıyla 28.3 ± 8.2 (yetersiz), 33.4 ± 11.0 (nitelikli) ve 24.1 ± 6.8 (olumlu özellikleri daha baskın) idi. Kadın ve erkeklerin toplam ve alt grup ortalama skorları benzerdi (tüm karşılaştırmalar için p > 0.05). Kıdemli olanlarda, ilk 2 yılın içindekilere göre ortalama skor benzerken (p = 0.06), sosyal destek ortalama skoru daha yüksekti (p = 0.03). Üç adet maddenin ortalama skoru 1 ve altındaydı: (i) Bilgilendirici bir asistan el kitabı vardır, (ii) Bu hastanede asistanlar için yeterli ve uygun asistan odası (özellikle de nöbet odası) vardır, (iii) Çalışma saatlerim haftalık yasal çalışma süresi ile uyumludur.

Sonuç: Ölçeğin uygulandığı klinikte uzmanlık eğitimi alan hekimlerin hastane içi eğitime dair algıları cinsiyetten bağımsız olarak genelde olumlu gözükmekle birlikte asistan el kitabı, nöbet odası, çalışma saatleri başta gelmek üzere birçok mesleki özerklik ve sosyal destek unsurunda iyileştirmelere ihtiyaç duyulmaktadır. MESHEÖ nispeten kolay uygulanabilir, kullanışlı ve güvenilir bir araç olarak mezuniyet sonrası eğitim programlarını değerlendirme ve iyileştirme amaçlı kullanılabilir.

Anahtar Kelimeler

uzmanlık eğitimi, hastane içi eğitim ortamı, kadın hastalıkları ve doğum

Kaynakça

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