Evaluation of the educational climate for specialty trainees in dermatology. (24th April 2015)

• Record Type: Journal Article
• Authors: Goulding, J.M.R.; Passi, V.
• Is Part Of: Journal of the European Academy of Dermatology and Venereology. Volume 30:Number 6(2016:Jun.)
• Page Start: 951
• Page End: 955
• Publication Date: 2015-04-24
• Subjects: Dermatology -- Periodicals; Sexually transmitted diseases -- Periodicals; 616.5
• DOI: 10.1111/jdv.13159
• Languages: English
• ISSNs: 0926-9959

Abstract

Abstract: Background: Dermatology specialty trainees (STs) in the United Kingdom (UK) are few in number and will join a thinly spread national consultant body. It is of paramount importance to deliver training programmes of the highest quality for these doctors, central to which is the establishment and maintenance of an educational climate conducive to learning. Objective: To conduct a pilot study to evaluate the educational climate for dermatology STs in one UK deanery (West Midlands). Methods: Secondary analysis of published data was performed, from the UK's General Medical Council (GMC) national training survey, and the Job Evaluation Survey Tool (JEST) administered by the West Midlands deanery. A modified online version of the Postgraduate Hospital Educational Environment Measure (PHEEM) was circulated among dermatology STs. Results: The GMC's survey data show that UK dermatology STs rated their training highly in comparison with undifferentiated UK postgraduate trainees. West Midlands dermatology STs ( n = 22) scored very similarly to UK dermatology STs. The JEST gave broadly encouraging results, with 21/22 (95%) happy to recommend their posts to colleagues. The modified PHEEM yielded a global mean score of 96.5/152, attracting the descriptor 'more positive than negative but room for improvement'. Conclusion: Despite inherent methodological limitations, the GMC, JEST and modified PHEEM surveys have revealed useful comparative triangulated data which allows the conclusion that West Midlands dermatology STs seem to be training in a favourable educational climate. This represents an important facet of the quality assurance process for medical education, and allows insight into areas which may require improvement.