Journal of Educational Evaluation for Health Professions

Research article

Moroccan residents’ perceptions of the hospital learning environment measured with the French version of the Postgraduate Hospital Educational Environment Measure: Hajar Berrani, Redouane Abouqal, Amal Thimou Izgua; J Educ Eval Health Prof. 2020;17:4. Published online January 31, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.4

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Purpose
This study aimed to assess the educational environment of residents in Morocco and to compare residents’ perceptions depending on their specialty.
Methods
We applied the French version of the Postgraduate Hospital Educational Environment Measure (PHEEM) to measure the educational environment at 6 hospitals in Rabat from January to June 2017. The internal reliability of the questionnaire was assessed using Cronbach’s α coefficient. Principal component analysis was conducted to assess the construct validity of the 3 subscales of the PHEEM questionnaire. Analysis of variance was performed to compare the mean scores of the overall PHEEM, its subscales, and each item among the 6 specialties.
Results
Responses from 255 residents were included. The 40-item PHEEM questionnaire showed a high level of reliability, with a Cronbach’s α of 0.91. Principal component analysis of all 40 items suggested that 3 factors explained 48% of the variance, with better results for the teaching subscale. Moroccan residents perceived their educational environment as more positive than negative. There were significant differences in the overall and subscale scores among the 6 specialties.
Conclusion
The French version of the PHEEM was confirmed to be a valid and reliable instrument in Morocco. Moroccan residents perceived their educational environment as more positive than negative, but room for improvement remained, with challenges including the poor infrastructure, the suboptimal quality of supervision, and inadequate teaching and work regulations.

Citations

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Patrícia Lofêgo Gonçalves, Ana Paula Moscon Marçal, Renata de Almeida França, Vania dos Santos Nunes Nogueira
Revista Brasileira de Educação Médica.2024;[Epub] CrossRef
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Brief Report

Moroccan medical students’ perceptions of their educational environment: Jihane Belayachi, Rachid Razine, Amina Boufars, Asma Saadi, Naoufal Madani, Souad Chaouir, Redouane Abouqal; J Educ Eval Health Prof. 2015;12:47. Published online October 28, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.47

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Abstract PDF

This study aimed to assess students’ perceptions of their educational environment in the Faculty of Medicine and Pharmacy of Rabat, Morocco, using the Dundee Ready Educational Environment Measure (DREEM). A cross-sectional survey was conducted in the Faculty of Medicine and Pharmacy of Rabat, Morocco, in which medical students’ perceptions of their educational environment were assessed using the DREEM criteria during the 2013-2014 academic years. The DREEM inventory encompasses 50 items divided into five subdomains: perceptions of learning, perceptions of teaching, academic self-perceptions, perceptions of atmosphere, and social self-perceptions. The DREEM has a maximum score of 200, which would correspond to a perfect educational environment. The mean scores (±standard deviation) of students’ responses were compared according to their year of study and gender. The responses of 189 postgraduate medical students were included. The mean total DREEM score was 90.8 (45.4%). The mean total scores for five subdomains were 21.2/48 (44.2%), 21.8/44 (49.6%), 13.1/32 (40.9%), 19.0/48 (39.6%), and 15.6/28 (55.7%) respectively. Female students reported higher perceptions of teaching scores than males (P=0.002), and students in their fifth year of study reported significantly higher social self-perceptions scores than those in their fourth year (P=0.03). In this study of the oldest faculty of medicine in Morocco, students perceived the educational environment as having many problems.

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Maha Lemtiri Chelieh, Murtaza Kadhum, Thomas Lewis, Andrew Molodynski, Redouane Abouqal, Jihane Belayachi, Dinesh Bhugra
International Review of Psychiatry.2019; 31(7-8): 608. CrossRef
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