Moroccan residents’ perceptions of the hospital learning environment measured with the French version of the Postgraduate Hospital Educational Environment Measure

Berrani, H.; Abouqal, Rédouane; Izgua, Amal Thimou

doi:10.3352/jeehp.2020.17.4

Cited by 9 publications

(11 citation statements)

References 12 publications

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“…The average PHEEM score in our study was higher than previous studies [29,57] indicating more positive views about the learning environment in our study, and this finding was similar to others from South Africa, Saudi Arabia and Morocco [58][59][60]. Almost half of the residents (46.3%) found their educational environment to be more positive than negative, and 40.9% found it more negative than positive.…”

Section: Discussionsupporting

confidence: 85%

Depression and its associated factors: perceived stress, social support, substance use and related sociodemographic risk factors in medical school residents in Nairobi, Kenya

et al. 2021

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Background Little data exists regarding depression and its associated factors in medical residents and doctors in Sub-Saharan Africa. Residents are at high risk of developing depression owing to the stressful nature of their medical practice and academic training. Depression in medical residents leads to decreased clinical efficiency, and poor academic performance; it can also lead to substance abuse and suicide. Our primary aim was to measure depression prevalence among medical residents in Kenya’s largest national teaching and referral hospital. Secondary aims were to describe how depression was associated with perceived stress, perceived social support, substance use, and educational environment. Methods We sampled 338 residents belonging to 8 different specialties using self administered questionnaires in this cross-sectional survey between October 2019 and February 2020. Questionnaires included: sociodemographics, the Centres for Epidemiology Depression Scale - Revised, Perceived Stress Scale, Multidimensional Scale of Perceived Social Support, Alcohol, Smoking and Substance Involvement Screening Test, and Postgraduate Hospital Educational Environment Measure. Bivariate and multivariate linear regression were used to assess for risk factors for depression. Results Mean participant age was 31.8 years and 53.4% were males. Most residents (70.4%) reported no to mild depressive symptoms, 12.7% had moderate, and 16.9% had severe depressive symptoms. Most residents had high social support (71.8%) and moderate stress (61.6%). The educational environment was rated as more positive than negative by 46.3% of residents. Bivariate analyses revealed significant correlations between depressive symptoms, perceived stress, substance use, perceived social support, and educational environment. Multivariate analysis showed that depression was strongly associated with: fewer hours of sleep (β = − 0.683, p = 0.002), high perceived stress (β = 0.709, p < 0.001) and low perceived social support (β = − 2.19, p < 0.001). Conclusions Only 30% of medical residents in our study had moderate and severe depressive symptoms. Most residents in our study reported high levels of social support, and moderate levels of stress. Though their overall appraisal of medical residency experience was positive, mental health support and self-care skills in the training of medical professionals needs prioritization.

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Section: Discussionsupporting

confidence: 85%

Depression and its associated factors: perceived stress, social support, substance use and related sociodemographic risk factors in medical school residents in Nairobi, Kenya

et al. 2021

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“…Additionally, an item overlapped between components 1 and 2. Interestingly, Berrani et al found similar results, including a 3-or 4-dimensional construct, with a predominant component having 30% variance and encompassing 17 items (31). Both findings are in agreement, suggesting that the PHEEM construct should be revised to adapt to a particular population's cultural characteristics, which may affect the understanding and interpretation of the items.…”

Section: Validity Of the Post-graduate Hospital Educational Environme...mentioning

confidence: 74%

“…However, these relationships were significantly stronger with the autonomy dimension of PHEEM (29). Other reports of PHEEM scores from a study conducted in the United Kingdom, Morocco, and Iran also highlight the regional disparity in perception of the clinical learning environment (25,30,31). However, whether the PHEEM tool enables reliable international and cross-cultural comparability is unclear; hence, comparing the scores should be interpreted cautiously outside a given setting.…”

Section: Assessing the Clinical Learning Environmentmentioning

confidence: 99%

Examining the Psychometric Properties of Post-graduate Hospital Educational Environment Measure for Saudi Pediatric Trainees: Principal Component Analysis

Alsofyani,

Bahaidarah,

Boker

2024

Iran J Pediatr

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Background: The quality and congeniality of the hospital educational environment (HEE) is a major determinant for the success of the ‎training of future health professionals. Satisfactory and effective engagement of fellow physicians in the clinical learning program ultimately affects their clinical performance. Objectives: To evaluate and assess the HEE of residents and fellow trainees at a university hospital in Jeddah using a psychometric tool, Post-graduate Hospital Educational Environment Measure (PHEEM). Methods: The PHEEM questionnaire developed by Roff et al. (2005) was used to survey 71 pediatric post-graduate trainees in the second half of 2021. The HEE perception was correlated with the trainee’s demographic and academic data. Principal component ‎analysis was performed to examine the validity of the PHEEM 3-dimensional construct. Results: Most of the participants were from the first (23.9%) and second post-graduate year (33.8%) and ‎had majorly general pediatrics as a specialty (83.1%). The mean PHEEM score was 99.35 ± 22.46 out of 160 with a distribution pattern of poor (2.8%), suboptimal (9.9%), more ‎positive with the need for improvement (73.2%), and optimal (14.1%). The PHEEM score was significantly lower among trainees of < 27 years (94.33 ± 23.48; P = 0.037) compared to the ones aged > 27 years (105.47 ± 19.83). Medical residents and trainees from the first post-graduate year scored remarkably low (87.86 ± 21.21; P = 0.008) compared to the other senior fellow peers. The correlation observed in overall PHEEM scores showed a similar trend in 3 individual components. For the principal component analysis (PCA), 10 components met the ‎initial criteria of eigenvalue > 1 and loading factor > 0.5, encompassing 75.9% of the scale ‎variance. The thematic analysis highlighted several areas for improvement, such as trainee rights and psychological support. Conclusions: The HEE of the pediatric department was broadly ‎suitable for post-graduate training programs. There are still several areas for improvement, including organizational and logistical aspects that include adequate learning time. ‎In addition, the psychological safety of trainees should also be considered.

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“…In modern education, the essence of the concept of "educational environment" and its various aspects were studied by Aars and Christensen [9], Abed et al [10], Alahmadi [11], Al-Maroof et al [12], Andersson [13], Berrani et al [14], Bondarenko et al [15], Camacho et al [16], Chrysafiadi et al [17], Dotsenko [18], Fuentes-Moreno et al [19], Horbatiuk et al [20], Huh [21], Kerimbayev et al [22], Kyslova et al [23], Lechthaler et al [24], Lawless and Riel [25], Lee et al [26], Morze and Kucherovska [27], Mousavi et al [28], Orlando et al [29], Sahu et al [30], Shapovalov et al [31], Smogorzewska et al [32], Stratulat et al [33], Tleubay et al [34], Uchitel et al [35], Yang et al [36] and others. The educational environment is considered as a factor of education from the standpoint of understanding education as a special sphere of social life.…”

Section: Related Workmentioning

confidence: 99%

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

Osypova¹,

Tatochenko²

2021

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.

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Moroccan residents’ perceptions of the hospital learning environment measured with the French version of the Postgraduate Hospital Educational Environment Measure

Cited by 9 publications

References 12 publications

Depression and its associated factors: perceived stress, social support, substance use and related sociodemographic risk factors in medical school residents in Nairobi, Kenya

Depression and its associated factors: perceived stress, social support, substance use and related sociodemographic risk factors in medical school residents in Nairobi, Kenya

Examining the Psychometric Properties of Post-graduate Hospital Educational Environment Measure for Saudi Pediatric Trainees: Principal Component Analysis

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

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