Evaluating the educational environment in a residency programme in Singapore: can we help reduce burnout rates?

Ong, Andrew Ming-Liang; Fong, Warren Weng-Seng; Chan, Adrian; Phua, Ghee-Chee; Tham, Chee-Kian

doi:10.11622/smedj.2019094

Cited by 10 publications

(18 citation statements)

References 33 publications

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“…Sentimentos de desgaste, mostram docentes menos motivados ou envolvidos em seu local de trabalho, incluindo nas interações com os alunos e uso da criatividade (DRAFAHL, 2020). O ambiente desafiador de promoção de formas inovadoras de ensinar, a quantidade de carga horária distribuída entre sala de aula e programas de pesquisa, aparecem como motivos de desistência da carreira científica (KINSER et al, 2019) associados às questões de mau relacionamento entre professores, necessidades não atendidas pela gestão direta (ONG et al, 2019), atividades de concessão e demandas não planejadas (PADILLA; THOMPSON, 2016). Van den Berg et al (2018) enfatizam que a proteção ao desgaste envolve melhorar o ambiente de ensino, ao que Oglesby, Galluci e Wynveen (2020) detalham a consideração dos aspectos que geram conflito entre vida profissional e pessoal, fatores organizacionais, como salários baixos, longas horas de atividade e dificuldades em lidar com a "política e burocracia" da área de atuação.…”

Section: Influência Do Ambienteunclassified

Síndrome de Burn-out: um olhar para o esgotamento profissional do docente universitário

Ferreira

Pezuk

2021

Avaliação (Campinas)

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As dimensões do estresse no trabalho repercutem sobre a saúde dos indivíduos podendo causar distúrbios que impactam na qualidade de vida e/ou produtividade. As disfunções emocionais possuem traços comuns que permitem estudar as variáveis que compõem a Síndrome de Burn-out. Esse estudo procurou compreender esse tema no universo da docência de ensino superior a partir da produção científica dos últimos cinco anos. Os resultados evidenciaram a preocupação com o adoecimento silencioso do docente, buscando o entendimento clínico das repercussões do estresse a partir da aplicação de testes validados e da identificação dos potenciais causadores do desequilíbrio emocional que acomete a qualidade de vida a partir das atividades laborais. Na tentativa de compreender a vulnerabilidade, houve destaque para recomendações preventivas em grupos com maior propensão ao Burn-out, citando, dentre esses, as docentes com idades extremas ou do sexo feminino. Os influenciadores externos (relacionados ao ambiente acadêmico, cultura organizacional e alta demanda de trabalho com tarefas diversificadas), bem como as propensões pessoais (como enfermidades psicológicas prévias, resiliência e espiritualidade) são abordados como aspectos importantes para o enfrentamento, e como propostas de intervenção. A contextualização da Síndrome de Burn-out em docentes universitários abarca campos de ordem pessoal, filosófica, psicológica, cultural e organizacional. Assim, é possível concluir que as propostas de intervenção e controle ainda são subjetivas, o que é influenciado pelo fato de que a Síndrome ainda não é reconhecida como uma doença, e de que a maioria das pesquisas busca entender as proporções e características dessa condição.

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Section: Influência Do Ambienteunclassified

Síndrome de Burn-out: um olhar para o esgotamento profissional do docente universitário

Ferreira

Pezuk

2021

Avaliação (Campinas)

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“…2 Having a good learning climate leads to active participation by the trainees. 3 It affects the standard of the learning process, 4,5 trainees' behavior, 5 satisfaction with education, 5,6 burnout level 7,8 and determines the final outcome of the curriculum. 5,6 It also influences academic performance.…”

Section: Introductionmentioning

confidence: 99%

“…5,6 It also influences academic performance. 7,8 Career choice and satisfaction with it seems to be influenced by experience during education. 7 It not only affects trainees but also has a direct impact on the quality of healthcare delivered.…”

Section: Introductionmentioning

confidence: 99%

“…7,8 Career choice and satisfaction with it seems to be influenced by experience during education. 7 It not only affects trainees but also has a direct impact on the quality of healthcare delivered. 4,9 Assessment of the quality of learning environment helps with the identification of areas that need improvement.…”

Section: Introductionmentioning

confidence: 99%

“…This study design has been reported to provide opportunity for more exploration of concepts and provide stronger conclusions. 7 The residents' perception of LE and factors associated with it has not been studied in detail in an internal medicine residency program in Ethiopia. Knowledge of perception of LE can help identify areas that need improvement and can help recommend ways to strengthen the LE for future residents.…”

Section: Introductionmentioning

confidence: 99%

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Internal Medicine Residents’ Perceptions of the Learning Environment of a Residency Training Program in Ethiopia: a Mixed Methods Study

Fisseha

Mulugeta

Argaw

et al. 2021

AMEP

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Introduction:The learning environment is an important determinant of the quality of medical education. Having a good learning climate leads to improved learning process, satisfaction with education, and helps achieve the goals of the curriculum. Assessment of the quality of learning environment helps with the identification of areas that need improvement. The aim of this study was to assess the learning environment of internal medicine training program in Ethiopia. Methods: A mixed methods study using a cross-sectional survey using Postgraduate Hospital Educational Environment Measure and a qualitative study using a focus group discussion was done on internal medicine residents from December 2020 to May 2021. Comparison of quantitative data was done using Mann-Whitney U-Test and Kruskal-Wallis H-test. P-value <0.05 was considered statistically significant. Results: A total of 100 residents participated in the study. The overall total mean score of the responses of the participants was 70.87 (±19.8) with mean perceptions of role autonomy, perceptions of teaching and perceptions of social support of 25.9 (±7.1), 27.1 (10.2) and 17.9 (±5.1), respectively. These values suggest the presence of plenty of problems in the program. Higher mean scores were reported by males and by earlier years of residency. Ten residents participated in the focus group discussion. Four recurring themes that negatively affect learning environment were identified and included excessive workload, inadequate teaching activity, nonconducive hospital physical environment and lack of diagnostic and therapeutic modalities. Conclusion:The internal medicine residency learning environment has many challenges that need immediate attention and follow-up.

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Evaluation of Postgraduate Educational Environment of Doctors Training in Psychiatry: a mixed method study

Elzain¹,

Moran

McCarth

et al. 2022

Preprint

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Introduction: Educational Environment (EE) is of paramount importance in Medical Education, but can be intangible and hard to clearly determine. Professional satisfaction and patient care improve in a pleasant learning environment; where postgraduate physicians are encouraged, suitably supervised, and fostered. A negative learning environment can be detrimental to trainees and teams morale and can jeopardize the multidisciplinary working relationship. Objectives: The objective of this study was to measure the Educational Environment (EE) of Psychiatry postgraduate training in the Midwest of Ireland training Deanery; what aspects of training are working well and what areas are seen as not optimal. 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, indicating a postgraduate EE with more positive than negative aspects, but with room for improvement. There were no differences in overall PHEEM and subscale scores between trainees gender, training 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. Definite disparities between work placements were evident in the collected data across these three themes. Conclusions: 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.

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Evaluating the educational environment in a residency programme in Singapore: can we help reduce burnout rates?

Cited by 10 publications

References 33 publications

Síndrome de Burn-out: um olhar para o esgotamento profissional do docente universitário

Síndrome de Burn-out: um olhar para o esgotamento profissional do docente universitário

Internal Medicine Residents’ Perceptions of the Learning Environment of a Residency Training Program in Ethiopia: a Mixed Methods Study

Evaluation of Postgraduate Educational Environment of Doctors Training in Psychiatry: a mixed method study

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