Moroccan residents’ perceptions of the hospital learning environment measured with the French version of the Postgraduate Hospital Educational Environment Measure
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Purpose: This study aimed to assess the educational environment of residents in Morocco and to compare residents’ perceptions depending on their specialty. Methods: We applied the French version of the Postgraduate Hospital Educational Environment Measure (PHEEM) to measure theeducational environment at 6 hospitals in Rabat from January to June 2017. The internal reliability of the questionnaire was assessedusing Cronbach’s α coefficient. Principal component analysis was conducted to assess the construct validity of the 3 subscales of thePHEEM questionnaire. Analysis of variance was performed to compare the mean scores of the overall PHEEM, its subscales, and eachitem among the 6 specialties. Results: Responses from 255 residents were included. The 40-item PHEEM questionnaire showed a high level of reliability, with aCronbach’s α of 0.91. Principal component analysis of all 40 items suggested that 3 factors explained 48% of the variance, with better results for the teaching subscale. Moroccan residents perceived their educational environment as more positive than negative. There weresignificant differences in the overall and subscale scores among the 6 specialties. Conclusion: The French version of the PHEEM was confirmed to be a valid and reliable instrument in Morocco. Moroccan residentsperceived their educational environment as more positive than negative, but room for improvement remained, with challenges including the poor infrastructure, the suboptimal quality of supervision, and inadequate teaching and work regulations.
Abstract
Purpose: This study aimed to assess the educational environment of residents in Morocco and to compare residents’ perceptions depending on their specialty. Methods: We applied the French version of the Postgraduate Hospital Educational Environment Measure (PHEEM) to measure theeducational environment at 6 hospitals in Rabat from January to June 2017. The internal reliability of the questionnaire was assessedusing Cronbach’s α coefficient. Principal component analysis was conducted to assess the construct validity of the 3 subscales of thePHEEM questionnaire. Analysis of variance was performed to compare the mean scores of the overall PHEEM, its subscales, and eachitem among the 6 specialties. Results: Responses from 255 residents were included. The 40-item PHEEM questionnaire showed a high level of reliability, with aCronbach’s α of 0.91. Principal component analysis of all 40 items suggested that 3 factors explained 48% of the variance, with better results for the teaching subscale. Moroccan residents perceived their educational environment as more positive than negative. There weresignificant differences in the overall and subscale scores among the 6 specialties. Conclusion: The French version of the PHEEM was confirmed to be a valid and reliable instrument in Morocco. Moroccan residentsperceived their educational environment as more positive than negative, but room for improvement remained, with challenges including the poor infrastructure, the suboptimal quality of supervision, and inadequate teaching and work regulations.
참고문헌 (15)
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