Evaluation of Educational Environment of Residents of Internal Medicine Based
on D-RECT Questionnaire at Shiraz University of Medical Sciences, Iran, in
2014-2015:
A Step towards Group Accreditation
Background & Objective: Evaluation of the clinical training environment should be considered
as an integral component of an optimal learning environment. Therefore, the purpose of this
study was to evaluate the educational environment of residents at Shiraz University of Medical
Sciences, Iran, based on D-RECT (Dutch Residency Educational Climate Test) questionnaire
toward educational group accreditation in 2014-2015.
Methods: This mixed-method study was conducted in two phases. The statistical population
consisted of all residents in the field of internal medicine (n = 50). The first phase of the present
study was performed quantitatively and using D-RECT questionnaire. The second phase of the
study was performed a qualitatively through semi-structured interviews with the target group.
The face validity and reliability of the questionnaire were approved using the views of 5
educational experts and Cronbach’s alpha (α = 0.90), respectively. The collected data were
analyzed using Pearson coefficient and independent t-test in SPSS software.
Results: The results of this study demonstrated a meaningful correlation between the fields of
professors' role, formal education, guiding and evaluation, and decision making for patients'
treatment. The highest correlation was related to the two fields of formal education and decision
making for patients' treatment (P = 0.001) and the least correlation was related to professors' role
and formal education (P = 0.009). In qualitative analysis, the strengthens of the group were
regular attendance of classes, morning reports, and planning. The weaknesses included revising
the educational environment, high load of clinical work, high number of shifts, little amount of
time for theoretical studying, and lack of attention to specialty skills.
Conclusion: According to the results, the head of educational groups should move toward
improving the quality of education in terms of residents' cooperation and team work.
Key Words: Evaluation, Residents, Educational environment, Clinical training, Accreditation,
D-REC
