Anesthesiology residents’ perception towards educational environment using ATEEM in a medical school in Thailand

Abstract

Introduction Educational environment is an important factor in effective teaching and learning. Positive educational environments result in better academic achievements. Administrators are responsible for education at the department and faculty levels, and attention is given to the educational atmosphere by regularly measuring and evaluating various related factors including the subjective level of awareness and perception of residents. A teaching and learning system should include learning and environment assessment tools to allow residents to take good care of patients. Many educational environment assessment tools have been created to assess the quality of educational environments. Examples include the Dundee Ready Education Environment Measure (DREEM) with 50 items, 1,2 the Postgraduate Hospital Education Environment Measure (PHEEM) with 40 items 3-7 and the Anesthetic Trainee Theatre Educational Environment Measure (ATEEM) with 40 items. 1,8,9 Anesthesiology is a fundamental branch of medicine. There are specific tools for different disciplines that are used only for each study group. These have a variance in the measurement of psychological quality (psychometric) but are considered the best basic tools for easy measurement. In 2004 Holt and Roff 1 developed the ATEEM, a standardized tool used to assess the perception of the educational atmosphere among anesthesiology residents. Medical schools in many countries have endorsed its use in the assessment of educational environments. At present, ATEEM has not yet been translated into Thai. This research is therefore a good starting point for systematically enhancing the strengths and improving the weaknesses of the educational atmosphere in the Department of Anesthesiology using ATEEM (Thai version). The researcher has chosen this tool to measure the level of perception of anesthesiology residents in their

Perception of the operation theater learning environment and related factors among anesthesia students in Ethiopian higher education teaching hospitals: a multicenter cross-sectional study

“…Among all the participants, 83 (26.52%) and 17 (5.43%) stated that the operation theater learning environment was moderately desirable and undesirable, respectively. This finding contrasts with a study conducted in Thailand, which reported that only 2.4% and 0% of respondents reported a moderately desirable and undesirable learning environment, respectively [ 31 ]. The difference may be attributed to their use of a different cutoff point for the tool’s category levels.…”

“…In this study, 23% and 45.05% of participants perceived operation theater learning environments as very desirable and desirable, respectively. However, these figures are lower than those of similar studies conducted at the University of Witwatersrand (30.6%, 67.1%) and in Thailand (48.4% and 51.6%), respectively [ 3 , 31 ].…”

Learning on the job: developing an educational culture of trust

“…Khan et al 4 in this issue present such an evaluation of the operating theatres in three hospitals affiliated to the University of the Witwatersrand. They took an instrument 5 initially developed and validated in Scotland and subsequently used and validated elsewhere in the world, [6][7][8] and added a question on racial discrimination. Considering the circumstances of operating theatre work, it is perhaps not surprising that an overall score of 67%, while comparable to scores in other countries, leaves 'room for improvement' .…”