Abstract
BACKGROUND AND OBJECTIVES: The clinical learning environment exerts a profound influence on trainees' educational outcomes and professional development. Despite its recognized importance, no validated instrument currently exists to systematically assess this environment within family medicine residency programs in the Chinese context. This study aimed to evaluate the educational environment of family medicine residents in Guangdong Province, China, and to examine the validity of the Chinese version of the Postgraduate Hospital Educational Environment Measure (PHEEM) for this population. METHODS: In this multicenter cross-sectional study, 240 residents from six hospitals were surveyed using the 40-item Chinese version of the PHEEM (scored on a 5-point Likert scale). Principal component analysis with Varimax rotation was used to identify factors (eigenvalue >1). RESULTS: Three domains were identified-role autonomy, teaching, and social support-explaining 63.07% of total variance. Cronbach's α was 0.966 overall; subscale α values were 0.858, 0.969, and 0.890, respectively. CONCLUSIONS: The PHEEM shows strong internal consistency and structural validity for assessing the family medicine residency learning environment in China. Further research is recommended to confirm its broader applicability.