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Evaluation of Postgraduate Educational Environment of Doctors Training in Psychiatry: A Mixed Method Study

Abstract

Musaab Elzain*, Lisa Moran, Geraldine McCarthy, Sarah Hyde and John McFarland

Introduction: Educational Environment (EE) is of paramount importance in Medical Education, but can be intangible and hard to clearly determine. There is a consistent evidence for a link between burnout and postgraduate EE, with negatively perceived learning environments associated with increased burnout. We aimed to measure the EE of a Psychiatry postgraduate training programme in Ireland, comparing the EE perceptions among trainees of different grade, gender and levels of working experience and identify specific areas of weaknesses for intervention in hopes of reducing trainees’ dissatisfaction of their EE.

Methods: This study took place between April and June 2021. A mixed methods approach was adopted, using the Postgraduate Hospital Educational Environment Measure (PHEEM) and semi-structured one to one interviews.

Results: Response rate was 88% (n=22). The total PHEEM score was 105.64 ± 23.52, indicating a postgraduate EE with more positive than negative aspects, with room for improvement. There were no differences in overall PHEEM and subscale scores between trainees’ gender, grades or years of working experience. Three themes were identified that contribute to trainees’ perception of EE: the commitment of the trainees’ supervisors to the role they play in trainees’ overall development, the clinical workload of the trainee, and the day to day working conditions of the trainee.

Conclusion: Although the training program had an overall positive EE, specific answers and interview themes indicated some areas of weakness that may contribute to trainee dissatisfaction and possible burnout. Planned interventions targeting these areas and tracking changes in EE and burnout rates over time may be useful measures going forward.