Adoption and correlates of the Dundee Ready Educational Environment Measure (DREEM) in the evaluation of undergraduate learning environments – a systematic review

Abstract

Background: In order to improve the quality of courses in simulation, it is necessary to get to know the educational environment. The objective of this study was to adapt the DREEM scale and to present a new questionnaire called QuESST, that allows to de ne medical simulation environment as a speci c type of educational environment. Methods: The DREEM scale was translated and adapted into Polish conditions. A new tool-QuESST questionnaire was developed to complete the data with medical simulation environment aspects. Reliability, t-test, Component Analysis as well as correlation between the two methods were assessed in a sample of medical science students (N=312). Results: Statistical analysis presented a good reliability of the Polish translation of the DREEM scale (Cronbach's Alpha = 0,95). The t-test for the DREEM questionnaire was stable and reliable relevant (t=-,584, p=,562). Signi cant strong correlation was reported with the DREEM and QuESST tool (r=0,559, p£ 0.001). Also, moderate and high correlations were found with the overall result of QuESST and the results of individual DREEM subscales. Conclusions: The QuESST scale may be considered helpful in determining the medical simulation environment conditions and can be used to supplement the DREEM scale to create an effective educational environment with medical simulation.

Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study

“…Our recent reviews of the use of the Dundee Ready Educational Environment Measure (DREEM) and Postgraduate Hospital Educational Environment Measure (PHEEM) in the context of undergraduate and postgraduate health professions education respectively revealed several important findings and knowledge gaps [4, 5]. Compared with undergraduate education in the health professions, there is a dearth of studies examining the learning environment and its interrelationships with other correlates within postgraduate education including psychiatry.…”

Assessing the effects of the nursing education reform on the educational environment in Tajikistan: a repeated cross-sectional analysis

“…Tajik students seem to keep stronger ties to their families and are in some cases already married and have children. Being away from their families can lead to a feeling of loneliness (see item 28) while still having many good friends at school (see item 15). This disparity may lead to a comparatively low α-value indicating that the combination of items intended to measure social self-perception may not accurately capture the actual social context of Tajik nursing students.…”

“…Monitoring and evaluating change in the educational environment over the course of medical education reforms is key to identify areas in need of attention and assess progress over time. For this purpose, the Dundee Ready Educational Environment Measure (DREEM)a validated inventory designed to measure the educational environment at medical schools, for graduates (interns and residents), as well as for nursing, dental and chiropractic studentshas been used in various countries around the world [14,15]. Despite its strengths and wide range of applications, different reviews also point to low validity of the DREEM scales highlighting the need for psychometric testing.…”

Relationship between evaluation of the teaching environment using DREEM scores and students’ school learning scores

“…A practical guide (McAleer and Roff, 2001) developed for interpretation of DREEM scores suggests that scores of 0-50 should be interpreted as "very poor," 51-100 as "plenty of problems," 101-150 as "more positive than negative," and 151-200 as "excellent." In the review by Chan et al (2018), the mean total DREEM score over 98 studies was within the range of "more positive than negative" (101-150). Higher DREEM scores were associated with better past academic achievement, improved quality of life, higher resilience, positive attitudes toward the course, mindfulness, preparedness for practice, less psychological distress, and greater peer support.…”

“…The Dundee Ready Educational Environment Measure (DREEM) is a widely used and well-validated inventory for environmental evaluation by learners (Al-Hazimi, Al-Hyiani and Roff, 2004;Abraham et al 2008;Bouhaimed, Thalib and Doi, 2009 Al-Naggar et al 2014;Pelzer, Hodgson and Were, 2014;Andalib et al 2015;Bakhshialiabad, Bakhshi and Hassanshahi, 2015;Bhosale 2015;Kim et al 2016;Mogre and Amalba 2016;Patil and Chaudhari, 2016;Chan et al 2018). The review by Chan et al (2018) included more than 100 studies conducted worldwide using the DREEM questionnaire. The DREEM is a 50-item, self-reported inventory that was designed by Roff et al (1997) to measure the undergraduate medical educational environment.…”