CLINICAL LEARNING ENVIRONMENT: WHAT DO HOUSE OFFICERS SAY?

Objective: To explore effect of format change in house job training and other factors, hindering or promoting junior doctors' training/learning in their transition to practical life. Study Design: Mixed Method Sequential. Place and Duration of Study: Sir Ganga Ram hospital Lahore, from Nov 2...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Shamsa Humayun, Rashida Sultana, Amina Ahmad, Saima Chaudhary
Formato:	article
Lenguaje:	EN
Publicado:	Army Medical College Rawalpindi 2018
Materias:	house job house officer’s perceptions learning environment pheem inventory Medicine R Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/bf6e884be4284d1b998bbf5f7218f9ed
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:bf6e884be4284d1b998bbf5f7218f9ed
record_format	dspace
spelling	oai:doaj.org-article:bf6e884be4284d1b998bbf5f7218f9ed2021-12-02T07:23:06ZCLINICAL LEARNING ENVIRONMENT: WHAT DO HOUSE OFFICERS SAY?0030-96482411-8842https://doaj.org/article/bf6e884be4284d1b998bbf5f7218f9ed2018-10-01T00:00:00Zhttps://www.pafmj.org/index.php/PAFMJ/article/view/2321/2015https://doaj.org/toc/0030-9648https://doaj.org/toc/2411-8842Objective: To explore effect of format change in house job training and other factors, hindering or promoting junior doctors' training/learning in their transition to practical life. Study Design: Mixed Method Sequential. Place and Duration of Study: Sir Ganga Ram hospital Lahore, from Nov 2011 to Oct 2012. Material and Methods: Four hundred and ninety two doctors completed the modified PHEEM survey after completion of their house job from November 2011 till October 2012 after institutional ethical review Board’s approval. Second phase comprised semi-structured FGD to triangulate findings of the survey with FGD results, to find out, in detail, about doctors’ expectations from their house job training and suggestions for future after ensuring confidentiality and anonymity to study participants. Results: The mean overall score for clinical learning environment was 77.67, implying 57.0% satisfaction. The mean total scores for autonomy; teaching & social support was 25.6, 31.9 & 20.0 respectively. Satisfaction with regard to autonomy, teaching and social support was 25.6/48 (53.3%), 31.9/52 (61.3%) and 20.0/36 (55.5%) respectively. Patterns emerged from FGD were lack of standardization, nonexistence of formative assessment, opportunistic learning, poor quality feedback & inappropriate teaching by medical officers. Skill learning under supervision, confidence in patient management and part of clinical team were motivating factors while poor accommodation, sanitation, catering facilities and short duration of rotation were hindering factors for learning. Conclusion: Evidence generated has shown that internship year was very challenging. Dissatisfaction was expressed with unstructured opportunistic nature of training. Unstructured training program, role ambiguity, substandard physical environment and short duration of rotations were perceived to negatively influence learning. A valued member of clinical team, confidence in patient management, opportunity to acquire procedural skills under supervision and being supported were the factors perceived to enhance learning.Shamsa HumayunRashida SultanaAmina AhmadSaima ChaudharyArmy Medical College Rawalpindiarticlehouse jobhouse officer’s perceptionslearning environmentpheem inventoryMedicineRMedicine (General)R5-920ENPakistan Armed Forces Medical Journal, Vol 68, Iss 5, Pp 1349-1357 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	house job house officer’s perceptions learning environment pheem inventory Medicine R Medicine (General) R5-920
spellingShingle	house job house officer’s perceptions learning environment pheem inventory Medicine R Medicine (General) R5-920 Shamsa Humayun Rashida Sultana Amina Ahmad Saima Chaudhary CLINICAL LEARNING ENVIRONMENT: WHAT DO HOUSE OFFICERS SAY?
description	Objective: To explore effect of format change in house job training and other factors, hindering or promoting junior doctors' training/learning in their transition to practical life. Study Design: Mixed Method Sequential. Place and Duration of Study: Sir Ganga Ram hospital Lahore, from Nov 2011 to Oct 2012. Material and Methods: Four hundred and ninety two doctors completed the modified PHEEM survey after completion of their house job from November 2011 till October 2012 after institutional ethical review Board’s approval. Second phase comprised semi-structured FGD to triangulate findings of the survey with FGD results, to find out, in detail, about doctors’ expectations from their house job training and suggestions for future after ensuring confidentiality and anonymity to study participants. Results: The mean overall score for clinical learning environment was 77.67, implying 57.0% satisfaction. The mean total scores for autonomy; teaching & social support was 25.6, 31.9 & 20.0 respectively. Satisfaction with regard to autonomy, teaching and social support was 25.6/48 (53.3%), 31.9/52 (61.3%) and 20.0/36 (55.5%) respectively. Patterns emerged from FGD were lack of standardization, nonexistence of formative assessment, opportunistic learning, poor quality feedback & inappropriate teaching by medical officers. Skill learning under supervision, confidence in patient management and part of clinical team were motivating factors while poor accommodation, sanitation, catering facilities and short duration of rotation were hindering factors for learning. Conclusion: Evidence generated has shown that internship year was very challenging. Dissatisfaction was expressed with unstructured opportunistic nature of training. Unstructured training program, role ambiguity, substandard physical environment and short duration of rotations were perceived to negatively influence learning. A valued member of clinical team, confidence in patient management, opportunity to acquire procedural skills under supervision and being supported were the factors perceived to enhance learning.
format	article
author	Shamsa Humayun Rashida Sultana Amina Ahmad Saima Chaudhary
author_facet	Shamsa Humayun Rashida Sultana Amina Ahmad Saima Chaudhary
author_sort	Shamsa Humayun
title	CLINICAL LEARNING ENVIRONMENT: WHAT DO HOUSE OFFICERS SAY?
title_short	CLINICAL LEARNING ENVIRONMENT: WHAT DO HOUSE OFFICERS SAY?
title_full	CLINICAL LEARNING ENVIRONMENT: WHAT DO HOUSE OFFICERS SAY?
title_fullStr	CLINICAL LEARNING ENVIRONMENT: WHAT DO HOUSE OFFICERS SAY?
title_full_unstemmed	CLINICAL LEARNING ENVIRONMENT: WHAT DO HOUSE OFFICERS SAY?
title_sort	clinical learning environment: what do house officers say?
publisher	Army Medical College Rawalpindi
publishDate	2018
url	https://doaj.org/article/bf6e884be4284d1b998bbf5f7218f9ed
work_keys_str_mv	AT shamsahumayun clinicallearningenvironmentwhatdohouseofficerssay AT rashidasultana clinicallearningenvironmentwhatdohouseofficerssay AT aminaahmad clinicallearningenvironmentwhatdohouseofficerssay AT saimachaudhary clinicallearningenvironmentwhatdohouseofficerssay
_version_	1718399477628272640

CLINICAL LEARNING ENVIRONMENT: WHAT DO HOUSE OFFICERS SAY?

Ejemplares similares