Evaluación del ambiente educacional en programas de especialización médica.

Author
Herrera, Cristian; Escuela de Medicina, Pontificia Universidad Católica de Chile.

Olivos, Trinidad; Facultad de Psicología, Universidad Alberto Hurtado

Román, José Antonio; Facultad de Psicología, Universidad Alberto Hurtado

Larraín, Antonia; Facultad de Psicología, Universidad Alberto Hurtado

Pizarro, Margarita; Departamento de Gastroenterología, Escuela de Medicina, Pontificia Universidad Católica de Chile.

Solís, Nancy; Departamento de Gastroenterología, Escuela de Medicina, Pontificia Universidad Católica de Chile.

Sarfatis, Alberto; Escuela de Medicina, Pontificia Universidad Católica de Chile.

Torres, Patricio; Departamento de Psiquiatría, Escuela de Medicina, Pontificia Universidad Católica de Chile.

Padilla, Oslando; Departamento de Salud Pública, Escuela de Medicina, Pontificia Universidad Católica de Chile.

Le Roy, Catalina; Departamento de Pediatría y Ciurgia Infantil, Facultad de Medicina, Campus Centro, Universidad de Chile

Riquelme, Arnoldo; Departamento de Gastroenterología y Centro de Educación Médica, Escuela de Medicina, Pontificia Universidad Católica de Chile.

Full text
http://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/1910
Abstract
EVALUATION OF THE EDUCATIONAL ENVIRONMENT IN MEDICAL SPECIALTY PROGRAMS Background: The Postgraduate Hospital Education Environment Measure (PHEEM) questionnaire, is a valid and reliable instrument to measure the educational environment (EE) in postgraduate medical education. Aim: To evaluate the EE perceived by the residents of a postgraduate training program  using the PHEEM. Material and methods: The PHEEM was applied in 2010-2011 in 35 specialty programs. We calculated their individual results and compared means of both global and individual domain scores of the PHEEM, by gender, university of origin and nationality. Cronbach’s alpha coefficients and D study (Generalizability theory) were performed for reliability. Results: Three hundred eighteen residents were surveyed (75.7% of the total universe). The mean score of the PHEEM was 105.09±22.46 (65.7% of the maximal score) which is considered a positive EE. The instrument is highly reliable (Cronbach´s alpha=0.934). The D study found that 15 subjects are required to obtain reliable results (G coefficient=0.813). There were no significant differences between gender and university of origin. Foreigners evaluated better the EE than Chileans and racism was not perceived. The programs showed a safe physical environment and teachers with good clinical skills. The negative aspects perceived were a lack of information about working hours, insufficient academic counseling, and scanty time left for extracurricular activities. Conclusions: This questionnaire allowed us to identify positive aspects of the EE, and areas to be improved in the specialty programs. The PHEEM is a useful instrument to evaluate the EE in Spanish-speaking participants of medical specialty programs.
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