Using the Postgraduate Hospital Educational Environment Measure (PHEEM) Questionnaire to Evaluate the Learning Experience of Doctors Undergoing Postgraduate Residency Training Programme in two South-Western States in Nigeria

Abstract Introduction: Medical residency training of doctors is to produce specialists in various fields of medicine and surgery, which requires several years of training regulated by a postgraduate medical education body. Objectives: To ascertain the perception of resident doctors of the role of autonomy, teaching, and social support in residency training institutions using the three domains of the Postgraduate Hospital Educational Environment Measure (PHEEM) questionnaire in South-West, Nigeria. To determine the correlation between the perception of the educational environment using PHEEM questionnaire with resident doctors’ demographics, stages of the residency training, and area of specialisation. Materials and Methods: This is a cross-sectional observational study design using the 40-item validated self-administered PHEEM questionnaire. Data was obtained online using Google Forms from 272 resident doctors who participated in the study by invitation from six purposely selected residency training institutions in South-West Nigeria for six months. Quantitative data analysis was performed using SPSS software. Results: The mean age of the respondents was 35.83 ± 6.32. There were 144 (52.9%) male and 128 (47.1%) female respondents. The global PHEEM mean score was 82.78 ± 1.12. The means of the individual PHEEM items ranged between 1.04 (±1.27) and 3.43 (±0.97). The mean score of the domain of the role of autonomy, teaching, and social support is 28.52 (±1.24), 31.61 (±1.15), and 23.07 (±1.23), respectively. Interpreted as “a more positive perception of one’s job,” “moving in the right direction,” and “more pros than cons,” respectively. There was no statistically significant difference in global PHEEM scores, the sex of the respondents, and their level of training. Conclusion: The study concluded that most resident doctors who participated perceived positively their level of training in the areas of autonomy of learning skill acquisition and teaching support but were marginally satisfied with the social support received.