Chin, Lau and Wan Mat, Wan Rahiza and Md Hashim, Noorjahan Haneem and Ibrahim, Noor Airini and Md Ralib, Azrina and Ab Mukmin, Laila
(2026)
Evaluating the perception of anaesthesiology postgraduate trainees on the learning environment in operation theatres in Malaysia.
Medicine & Health, 21 (2).
pp. 816-831.
ISSN 2289-5728
Abstract
This prospective cross-sectional study evaluated anaesthesiology postgraduate trainees’ perceptions of the learning environment in operating theatres (OTs) across Malaysia using validated Anaesthetic Trainee Theatre Educational Environment Measure (ATEEM) questionnaire. The instrument comprised of 40 items categorised in five domains. Data were analysed using descriptive statistics, independent t-tests and Analysis of Variance. A total of 152 trainees responded (response rate 52%). The mean overall ATEEM score was 121.5 + 21.9. Among the domains, “Perception of Autonomy” received the highest range average percentage score (88.1%) while “Workload, Supervision and Support” was the lowest (65%). Male trainees reported significantly higher scores in the “Learning Opportunities and Orientation to
Learning” domain (p = 0.034). Trainees from accredited non-university hospitals perceived their teachers and teaching more favourably compared to those from university hospitals (p = 0.040). Significant
differences were observed across years of training in selected items from the “Atmosphere”, “Workload/Supervision/Support” and “Teachers and Teaching” domains. University-based trainees expressed greater uncertainty regarding specific items within these same domains, while no significant differences were found in the “Autonomy” and “Learning Opportunities and Orientation to Learning” domains”. Post hoc pairwise comparisons were conducted for significant items. Overall, the learning environment in OTs was perceived positively. However, concerns were raised regarding workload, atmosphere and quality of teaching. Notably, the positive perception of teaching declined among trainees transitioning from nonuniversity to university hospitals. These findings underscore the need to examine institutional differences and implement targeted strategies to enhance the consistency and quality of the OT learning experience.
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