Perception of Educational Environment among Undergraduate Medical Students

Title: Perception of Educational Environment among Undergraduate Medical Students

Authors: Dr Seema Tanaji Methre, Dr Tanaji Sambhaji Methre, Dr. (Mrs.) Nirmala Gopal Borade

DOI: http://dx.doi.org/10.18535/jmscr/v3i8.10

DIDS : 08.2015-38545652

Abstract

References

Corresponding Author

Abstract

The educational environment in a college is one of the most important factors in determining the success of the curriculum and the student. A conducive environment has a positive and significant impact on students’ learning, academic progress and well being. The DREEM (Dundee Ready Educational Environment Measure) questionnaire is specific to the unique environment experienced by students on medical and healthcare-related courses. This instrument was developed by an international Delphi panel and has been applied to a number of undergraduate courses for health professionals worldwide. This study was undertaken in first year MBBS students & first year BDS students. The objective of the study was to compare the quality of educational environment in two different medical courses as perceived by the students. The overall mean DREEM score for MBBS and BDS was 60.5% and 66.5% respectively. Domains of SPL (Students’ Perception of Learning, p value = 0.0007**), SPT (Students’ Perception of Teachers, p value = 0.0002**) and SSSP (Students’ Social Self Perception, p value = 0.0043*) of BDS students are showing highly significant compared to MBBS students. Both MBBS & BDS students had positive views regarding knowledgeable teachers and confidence of passing this year. Both MBBS & BDS students had negative views about factual learning, teacher centered teaching, authoritarian teachers, teachers getting angry in class, students irritating teachers and problem of cheating. It is thus important that the educational environment is focused on learning rather than passive delivery of factual knowledge.

Keywords: educational environment, DREEM, students

References

1. Tripathi S, Dudani S. Int J Res Med Sci. 2013 Nov;1(4):385-391.

2. Arzuman H, Yusoff MSB, Chit. Big Sib SP. Students’ Perceptions of the Educational environment at the School of Medical Sciences, Universiti Sains Malaysia, using Dundee Ready Educational Environment Measure (DREEM) Inventory. Malaysian J Med Sci 2010;17:40-47.

3. Seabrook M.A. Clinical students’ initial reports of the educational climate in a single medical school. Medical Education 2004;38:659-669.

4. Audin K., Davy J & Barkham M. University Quality of Life and Learning (UNIQoLL): an approach to student wellbeing, satisfaction and institutional change. Journal of Further & Higher Education 2003;27(4):365-382.

5. Roff S, Mcaleer S, Harden RM, Al-qahtani M, Ahmed AU, Deza H, Groenen G & Primparyon P. Development and validation of the Dundee Ready Education Environment Measure (DREEM). Medical Teacher 1997;19(4):295-299.

6. Sobral DT. Medical students’ self-appraisal of first year learning outcomes: use of the course valuing inventory. Medical Teacher 2004;26(3):234-238.

7. Roff S. The Dundee ready Educational Environment Measure (DREEM) – a generic instrument for measuring students’ perceptions of undergraduate health professions curricula. Medical Teacher 2005;27(4):322-325.

8. Abraham R, Ramnarayan K,Vinod P, Torke S. Students’ perception of learning environment in an Indian medical school. BMC Medical Education 2008;8:20.

9. Mayya S, Roff S. Students’ perception of educational environment : a comparison of academic achievers and underachievers at Kasturba Medical college,India. Educ Health (Abingdon) 2004;3:280-91.

10. Roff S, McAleer Ifere OS, Bhattacharya S. A global diagnostic tool for measuring educational environment comparing Nigeria and Nepal. Med Teach 2001;23(4):378-382.

11. Khan JS, Tabasum S, Yousafzai UK Fatima M. DREEM on: Validation of the Dundee Ready Education Environment Measure in Pakistan. J Pak Med Assoc 2011;61:885-88.

12. Varma R, Tyagi E, Gupta JK. Determining the quality of educational climate across multiple undergraduate teaching sites using the DREEM inventory. BMC Med Educ 2005;5:8.

13. Palmgren PJ, Chandratilake M. Perception of Educational Environment Among Undergraduate Students in a Chiropractic Training Institution. The Journal of Chiropractic Edu. 2011;25(1):151-163.

14. Edgren G, Haffling AC, Jakobsson U, McAleer S, Danielsen N. Comparing the educational environment (as measured by DREEM) at two different stages of curriculum reform. Med Teach 2010;32:233–8.

15. Demirören M, Palaoglu Ö, Kemahli S, Özyurda F, Ayhan IH. Perceptions of students in different phases of medical education of educational environment: Ankara University Faculty of Medicine. Med Educ [online] 2008;13:1–5.

16. Al-Ayed IH, Sheik SA. Assessment of the educational environment at the College of Medicine of King Saud University, Riyadh. East Mediterr Health J 2008;14:953–9.

17. Guthrie EA, Black D, Shaw CM, Hamilton J, Creed FH, Tomenson B. Embarking upon a medical career: psychological morbidity in first year medical students. Med Educ 1995;29:337–41.

18. Bassaw B, Roff S, McAleer S, et al. Students' perspectives on the educational environment, Faculty of Medical Sciences, Trinidad. Med Teach 2003;25:522–6.

19. Al-Hazimi A, Zaini R, Al-Hyiani A, et al. Educational environment in traditional and innovative medical schools: a study in four undergraduate medical schools. Educ Health 2004;17:192–203.

20. Till H. Identifying the perceived weaknesses of a new curriculum by means of the Dundee Ready Education Environment Measure (DREEM) Inventory. Med Teach 2004;26:39–45.

Abstract

References

Corresponding Author

Call For Paper Volume 12 Issue 10 November 2024

JMSCR Menu

Impact Factor SJIF 2024: 7.892

Crossref - DOI

Editorial Policy

Frequency of Publication

Submission of Articles

Search