Revamping the educational environment and engagement: How ACGME-I accreditation transforming training programs in Qatar
Abstract Background Engaged graduate medical trainees are essential for an effective healthcare system influencing retention, job satisfaction, and patient outcomes, necessitating the need for a supportive educational environment. ACGME has expanded international accreditation efforts, but diverse p...
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| Format: | Article |
| Language: | English |
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BMC
2025-07-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-07435-w |
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| author | Shireen Suliman Anas Aadel Kalfah Muthusamy Thevar Sevugapandian Vijay Jeganath Abdalla Alsaid Daniel Robert Mills Kristen Jennifer Al-Aamri Husameldin Mohamed Ali Rudwan Abdullatif Al-Khal |
| author_facet | Shireen Suliman Anas Aadel Kalfah Muthusamy Thevar Sevugapandian Vijay Jeganath Abdalla Alsaid Daniel Robert Mills Kristen Jennifer Al-Aamri Husameldin Mohamed Ali Rudwan Abdullatif Al-Khal |
| author_sort | Shireen Suliman |
| collection | DOAJ |
| description | Abstract Background Engaged graduate medical trainees are essential for an effective healthcare system influencing retention, job satisfaction, and patient outcomes, necessitating the need for a supportive educational environment. ACGME has expanded international accreditation efforts, but diverse programs might risk ACGME-I standard implementation. This study explores the impact of ACGME-I accreditation on educational environments and engagement among trainees and faculty, as well as strategies to enhance that engagement. Methods This study utilized a mixed-methods design to analyze data from 62% (434) of the trainees and 68%, (389) of the faculty in ACGME-I accredited and non-accredited programs at Hamad Medical Corporation in Qatar. Quantitative data were collected using validated instruments: the Postgraduate Hospital Educational Environment Measure (PHEEM) and the Utrecht Work Engagement Scale (UWES-9), which assessed aspects of autonomy, teaching quality, social support, vigor, dedication, and absorption. Qualitative insights were obtained from three discussion rounds at two World Café events, with thematic analysis identifying key perspectives on enhancing work engagement. Results ACGME-I accreditation was significantly linked to increased autonomy scores (p < 0.001) and teaching scores (p = 0.008) as well as overall PHEEM scores (p = 0.004). Social support also significantly improved (p = 0.049). Trainees in accredited programs reported higher work engagement across the UWES-9 subscales, particularly in absorption (p = 0.026) and dedication scores (p = 0.012). Faculty work engagement was closely linked to holding official titles like program director or core faculty, enhancing their vigor, dedication, and satisfaction with teaching. Qualitative themes highlighted mentorship, structured career development, and collaboration as key to fostering engagement. Faculty in leadership roles reported increased engagement, emphasizing the need for clear responsibilities in training programs. Conclusion ACGME-I accreditation is positively associated with an improved trainees’ educational environment and work engagement. Faculty engagement is linked to having official program titles, highlighting the importance of structured roles in trainees’ education. These findings support the continued expansion of accreditation as a means to enhance both engagement and the educational environment. |
| format | Article |
| id | doaj-art-4f03a9be4729452ea4c4efb70de74efe |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-4f03a9be4729452ea4c4efb70de74efe2025-08-20T03:45:30ZengBMCBMC Medical Education1472-69202025-07-0125111010.1186/s12909-025-07435-wRevamping the educational environment and engagement: How ACGME-I accreditation transforming training programs in QatarShireen Suliman0Anas Aadel Kalfah1Muthusamy Thevar Sevugapandian Vijay Jeganath2Abdalla Alsaid3Daniel Robert Mills4Kristen Jennifer Al-Aamri5Husameldin Mohamed Ali Rudwan6Abdullatif Al-Khal7Medical Education Department, Hamad Medical CorporationMedical Education Department, Hamad Medical CorporationMedical Education Department, Hamad Medical CorporationHuman Resources Department, Hamad Medical CorporationHuman Resources Department, Hamad Medical CorporationMedical Education Department, Hamad Medical CorporationHuman Resources Department, Hamad Medical CorporationMedical Education Department, Hamad Medical CorporationAbstract Background Engaged graduate medical trainees are essential for an effective healthcare system influencing retention, job satisfaction, and patient outcomes, necessitating the need for a supportive educational environment. ACGME has expanded international accreditation efforts, but diverse programs might risk ACGME-I standard implementation. This study explores the impact of ACGME-I accreditation on educational environments and engagement among trainees and faculty, as well as strategies to enhance that engagement. Methods This study utilized a mixed-methods design to analyze data from 62% (434) of the trainees and 68%, (389) of the faculty in ACGME-I accredited and non-accredited programs at Hamad Medical Corporation in Qatar. Quantitative data were collected using validated instruments: the Postgraduate Hospital Educational Environment Measure (PHEEM) and the Utrecht Work Engagement Scale (UWES-9), which assessed aspects of autonomy, teaching quality, social support, vigor, dedication, and absorption. Qualitative insights were obtained from three discussion rounds at two World Café events, with thematic analysis identifying key perspectives on enhancing work engagement. Results ACGME-I accreditation was significantly linked to increased autonomy scores (p < 0.001) and teaching scores (p = 0.008) as well as overall PHEEM scores (p = 0.004). Social support also significantly improved (p = 0.049). Trainees in accredited programs reported higher work engagement across the UWES-9 subscales, particularly in absorption (p = 0.026) and dedication scores (p = 0.012). Faculty work engagement was closely linked to holding official titles like program director or core faculty, enhancing their vigor, dedication, and satisfaction with teaching. Qualitative themes highlighted mentorship, structured career development, and collaboration as key to fostering engagement. Faculty in leadership roles reported increased engagement, emphasizing the need for clear responsibilities in training programs. Conclusion ACGME-I accreditation is positively associated with an improved trainees’ educational environment and work engagement. Faculty engagement is linked to having official program titles, highlighting the importance of structured roles in trainees’ education. These findings support the continued expansion of accreditation as a means to enhance both engagement and the educational environment.https://doi.org/10.1186/s12909-025-07435-wWork engagementEducational environmentACGME-I accreditationGraduate medical educationResidencyMentorship |
| spellingShingle | Shireen Suliman Anas Aadel Kalfah Muthusamy Thevar Sevugapandian Vijay Jeganath Abdalla Alsaid Daniel Robert Mills Kristen Jennifer Al-Aamri Husameldin Mohamed Ali Rudwan Abdullatif Al-Khal Revamping the educational environment and engagement: How ACGME-I accreditation transforming training programs in Qatar BMC Medical Education Work engagement Educational environment ACGME-I accreditation Graduate medical education Residency Mentorship |
| title | Revamping the educational environment and engagement: How ACGME-I accreditation transforming training programs in Qatar |
| title_full | Revamping the educational environment and engagement: How ACGME-I accreditation transforming training programs in Qatar |
| title_fullStr | Revamping the educational environment and engagement: How ACGME-I accreditation transforming training programs in Qatar |
| title_full_unstemmed | Revamping the educational environment and engagement: How ACGME-I accreditation transforming training programs in Qatar |
| title_short | Revamping the educational environment and engagement: How ACGME-I accreditation transforming training programs in Qatar |
| title_sort | revamping the educational environment and engagement how acgme i accreditation transforming training programs in qatar |
| topic | Work engagement Educational environment ACGME-I accreditation Graduate medical education Residency Mentorship |
| url | https://doi.org/10.1186/s12909-025-07435-w |
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