Currently, progress report forms are completed annually by the trainers, i.e. specialist physicians and surgeons in the various teaching hospitals, to assess the progress of postgraduate training of junior doctors. At regular intervals, the colleges visit these hospitals to assess the facilities for postgraduate training for the purpose of maintaining the standard of training and re-accreditation of the institution for continued training of junior doctors. The term junior doctor in this regard refers to all cadres of doctors, except specialist physicians or surgeons who are fellows of any of the postgraduate medical colleges. These include senior resident doctors, junior resident doctors, medical officers, senior house officers and house officers. The resident doctors are those undergoing the residency training programme in various specialties to become specialist physicians or surgeons under the supervision of consultants. Medical officers, although not enrolled in the residency training programme, also work under and learn from the specialists. The senior house officers and house officers are junior doctors at different stages of their pre-registration and compulsory supervised training after graduation from medical school. The specialist physicians and surgeons are appointed as consultants in the teaching hospitals to consult and oversee the training of junior doctors. To date, these assessments only focused on the trainees' progress and did not take into consideration their perceptions of the trainers and other components in the environment in which they work, and how these affect their learning. The learning environment or educational environment has been considered to encompass physical (safety, food, shelter, comfort), emotional (security, feedback from trainers, absence of bullying and harassment) and intellectual (learning with patients, relevance to practice, evidence-based, active participation by learners) aspects.

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