From: Cross-validation of a learning climate instrument in a non-western postgraduate clinical environment
Coaching and Assessment |
 1. My attendings take the initiative to evaluate my performance |
 2. My attendings take the initiative to evaluate difficult situations I have been involved in |
 3. My attendings evaluate whether my performance in patient care is commensurate with my level of training |
 4. My attendings occasionally observe me taking a history |
 5. My attendings give regular feedback on my strengths and weaknesses |
  [My attendings assess not only my medical expertise but also other skills such as teamwork, organization or professional behavior] a |
Teamwork |
 6. Attendings, nursing staff, other allied health professionals and residents work together as a team |
 7. Nursing staff and other allied health professionals make a positive contribution to my training |
 8. Nursing staff and other allied health professionals are willing to reflect with me on the delivery of patient care |
Peer collaboration |
 9. Residents work well together |
 10. Residents, as a group, make sure the day’s work gets done |
 11. With our group of residents it is easy to find someone to cover or exchange a call |
Educational atmosphere |
 12. Continuity of care is not affected by differences of opinion between attendings |
 13. Differences of opinion between attendings about patient management are discussed in such a manner that is instructive to others present |
 14. There is (are) NO attending physician(s) who have a negative impact on the educational climate |
 15. My attendings treat me with respect |
  [Differences of opinion are not such that they have a negative impact on the work climate] a |
Work is adapted to resident’s competence |
 16. The work I am doing is commensurate with my level of experience |
 17. The work I am doing suits my learning objectives at this stage of my training |
 18. It is possible to do follow up with patients |
Accessibility of supervisors |
 19. When I need an attending, I can always contact one |
 20. When I need to consult an attending, they are readily available |
  [It is clear which attending supervises me] a |
Formal education |
 21. Residents are generally able to attend scheduled educational activities |
 22. Attendings contribute actively to the delivery of high quality formal education |
 23. Formal education and training activities are appropriate to my needs |
  [Educational activities take place as scheduled] a |
Role of Specialty Tutor |
 24. The specialty tutor monitors the progress of my training |
 25. The specialty tutor provides guidance to other attendings when needed |
 26. The specialty tutor is actively involved in improving the quality of education and training |
  [In this rotation evaluations are useful discussions about my performance] a |
  [My plans for the future are part of the discussion] a |
  [During evaluations inputs from several attendings is considered] a |
Patient sign out |
 27. Sign out is used as a teaching opportunity |
 28. Attendings encourage residents to join in the discussion during sign out |