Evaluation of Hospital Learning Environment for Physical Medicine and Rehabilitation Residency in Iran
Background: The quality of clinical educational environment is an essential factor in achieving satisfactory learning outcomes in all medical educational systems. To improve this, a comprehensive assessment of learning environment is required. The aim of this study was to evaluate the educational environment of teaching hospitals for physical medicine and rehabilitation (PM&R) residency in Iran.
Methods: In this cross-sectional study, the valid Persian version of Postgraduate Hospital Educational Environment Measure (PHEEM) questionnaire was distributed among residents of PM&R across the country (n = 96).
Results: 82 of 96 residents (85.41%) filled in the questionnaires. They were 35 (42.7%) men and 47 (52.3%) women in three residency years. The mean score and standard deviation (SD) for perceptions of role autonomy, teaching, and social support subscales were 49.67 ± 6.65, 50.93 ± 8.14, and 35.39 ± 4.90, respectively. Men ranked the questionnaire higher than women. Overall mean score and SD was 135.99 ± 17.38.
Conclusion: Our findings represent that educational environment of PM&R is outstanding in Iran, although there is still a room for improvement.
2. Fasihi Harandi T, Soltani Arabshahi SK, Tahami SA, Mohammad Alizadeh S. Viewpoints of medical students about the quality of clinical education. J Qazvin Univ Med Sci 2004; 8(1): 4-9. [In Persian].
3. Boor K, Scheele F, van der Vleuten CP, Scherpbier AJ, Teunissen PW, Sijtsma K. Psychometric properties of an instrument to measure the clinical learning environment. Med Educ 2007; 41(1): 92-9.
4. Wall D, Clapham M, Riquelme A, Vieira J, Cartmill R, Aspegren K, et al. Is PHEEM a multi-dimensional instrument? An international perspective. Med Teach 2009; 31(11): e521-e527.
5. Shokoohi S, Hossein EA, Mohammadi A, Ahmadi S, Mojtahedzadeh R. Psychometric properties of the postgraduate hospital educational environment measure in an Iranian hospital setting. Med Educ Online 2014; 19: 24546.
6. Raissi GR, Vahdatpour B, Ashraf A, Mansouri K. Integrating physical medicine and rehabilitation into the curriculum of Iranian medical students. Disabil Rehabil 2006; 28(1): 67-70.
7. Raissi GR, Mansoori K, Madani P, Rayegani SM. Survey of general practitioners' attitudes toward physical medicine and rehabilitation. Int J Rehabil Res 2006; 29(2): 167-70.
8. Raissi GR, Ahadi T, Forogh B, Adelmanesh F. Forty years history of physical medicine and rehabilitation in Iran. J Rehabil Med 2011; 43(4): 369.
9. Clapham M, Wall D, Batchelor A. Educational
environment in intensive care medicine--use of Postgraduate Hospital Educational Environment Measure (PHEEM). Med Teach 2007; 29(6): e184-e191.
10. Al-Marshad S, Alotaibi G. Evaluation of clinical education environment at King Fahad Hospital of Dammam University using the Postgraduate Hospital Education Environment Measure (PHEEM) Inventory. Education in Medicine Journal 2011; 3(2): e6-e14.
11. Khan JS. Evaluation of the educational environment of postgraduate surgical teaching. J Ayub Med Coll Abbottabad 2008; 20(3): 104-7.
12. Pinnock R, Reed P, Wright M. The learning environment of paediatric trainees in New Zealand. J Paediatr Child Health 2009; 45(9): 529-34.
Copyright (c) 2020 Physical Medicine, Rehabilitation, and Electrodiagnosis
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.