Educational climate of a pathology residency program at a tertiary care hospital

generalized feedback, and identifying mechanisms that nurture the promotion of structured feedback within the educational systems, facilitating the building of a feedback system in edu- cational settings by using this proposed design as a model. This development and implementa- tion of interventions based on conceptual models can be used to improve feedback communication and interpretation to PGRs, requiring the integration of evidence-based methodologies to disseminate structured feedback upon which the learner can reflect. For PGRs learning, teamwork is considered a significant tool that assists in modifying learners’ attitudes and increases their efficiency, yet perceptions about teamwork have been reported differently in literature. In the present study, they are mainly positive (4.43 +/- 0.427), as well as in a study of Saudi emergency residents in Riyadh (4.05 +/- 0.97) [23], while the prevalence of negative ones (2.81 +/- 0.86) has been reported in Saudi psychiatry residents [4]. A large majority of study participants (94.4%) reported high scores for peer collaboration (4.54 +/- 0.606), consistent with the numbers in the literature, i.e., 82% of study participants reported positive perception (4.07 +/- 2.02) in a study of residents from different disciplines in Army Medical Hospital of Rawalpindi, Pakistan [20]. A low score for perceptions regarding peer collaboration was reported in a French population where the score was less than 3.6 (3.54 +/- 0.90) [26], though almost close to 3.6. It may be inferred from the differential prevalence

levels for scores indicating teamwork that future interventions may be planned and imple- mented to enhance teamwork among PGRs. A positive perception of professional relations among the attendings (4.45 +/- 0.429) was found among all the participants (100%), like high positive perception scores (3.61 +/- 0.67) in a study where students evaluated the effect of learning climate on the faculty’s teaching perfor- mance [15], and in contrary to the finding in psychiatry residents where negative perceptions (2.71 +/- 0.95) were prevalent [4]. Work is adapted to the residents’ competence (4.10 +/- 0.536) was positively perceived among all the pathology residents (100%), despite controversial findings in literature where this variable has been perceived positively (4.06 +/- 0.28) in a study among internal medicine residents in the Philippines [25] and negatively perceived in another study of residents from medical and allied sciences training as well as surgery and allied sci- ences PGR training of one institution in Pakistan [20]. Perceptions about “Professional rela- tions between the attendings” and “Work adapted to the residents’ competence” are two variables that may or may not impact the quality of EC in any healthcare sector. Therefore, consistent efforts should be made to improve the scores for these variables. Consultants play a vital role in developing positive perceptions about EC amongst residents. A positive perception regarding them (4.58 +/- 0.506) was prevalent among residents (100%);

the finding coheres with positive perception (above 3.6) [15] and is contrary to the findings in a study among Saudi psychiatry residents where negative perception prevailed among resi- dents regarding consultant’s role (2.71+/-0.86) [4]. An overall trend of positive experiences was observed amongst 100% of pathology residents regarding formal education (4.19±0.504), like a positive perception regarding formal education (M = >3.6) amongst residents from mul- tiple PGR training programs in Pakistan [20]. Thus, whether it is the active role of consultants or formal education, consultants may be viewed within the context of formal education; this would help enhance the capacity of consultants in formal education. The role of teachers can never be underestimated in improving the EC, while successful learning could be attained through the active role of specialty teachers. A positive perception (4.37+/-0.497) for the specialty tutor role was prevalent for 100% of participants, like positive perception (3.83 +/- 0.32) in a validity assessment of the D-RECT tool in a non-westernized context [25]. Despite reporting positive perceptions in different studies, negative perceptions (3.21 +/- 1.02) have also been reported in a study that focused not on a single specialty but mul- tiple specialties [20], resulting in the need for further exploration of specialty teachers’ roles. PLOS ONE Educational climate of a pathology residency program PLOS ONE | https://doi.org/10.1371/journal.pone.0303534 May 23, 2024 6 / 10