Percepción del ambiente educacional de postgrado en residentes de especialidades médicas de universidades chilenas
Resumen
Background:
The Learning Environment (LE) influences the performance of students, learning, social life, mental health, and the future of work.
Aim:
To assess the learning environment (LE) among medical residents of 64 specialties.
Material and Methods:
Two validated instruments “Postgraduate Hospital Education Environment Measure” (PHEEM) and “Ambulatory Care Learning Educational Environment” (ACLEEM), and open questions were answered online by 1259 residents from 15 universities. A descriptive and analytical statistical analysis and semantic deductive-inductive analyses of open questions were performed.
Results:
LE was positive rather than negative (PHEEM of 100.5 points (79-116) and ACLEEM of 138.5 points (120-157)). An age over 32 years, male sex, studying in a private university, being in first year of residence and being in a non-surgical specialty were associated with a better PHEEM score (p < 0.05). For ACLEEM, the first year of specialty, a non-surgical specialty and studying in a private university were associated with better scores (p < 0.05). Two programs had excellent LE (Pathological Anatomy and Ophthalmology) and no specialty had a very poor performance or many problems. Aspects of teaching, clinical activities, and teachers were strengths reported by students. Aspects to improve were teaching, protected times and clinical activities.
Conclusions:
LE among medical specialties had more positive than negative features, but with areas that should be improved.
Fuente
Revista Médica de Chile, 150(3), 381-390Link de Acceso
Click aquí para ver el documentoIdentificador DOI
doi.org/10.4067/S0034-98872022000300381Colecciones
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