Comparison of undergraduate educational environment in medical and nursing program using the DREEM tool

Farooq, Salima; Rehman, Rehana; Hussain, Mehwish; Dias, Jacqueline Maria

doi:10.1016/j.nedt.2018.06.031

Cited by 14 publications

(20 citation statements)

References 21 publications

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“…The score in this category of 31.13±4.9 in our study places it in the 'Moving in the right direction' category. A result from IMU is 30.50 which is within the same range while a study from result from Pakistan reported a score of 24.0 (± 5.0) in this domain (Farooq et al, 2018;Lai et al, 2009). In our study, there was statistically significant difference (p <0.05) in the mean scores between pre-clinical and clinical students with the clinical students score being higher, although both scores remain in the same category.…”

Section: Students' Perceptions Of Teachingmentioning

confidence: 60%

Study of the perceptions of the educational environment among undergraduate medical students of Taylor’s University

Thein¹,

Sirisinghe²,

Abdou³

et al. 2020

MedEdPublish

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A conducive educational environment is vital to successful learning. Perception of students about their particular educational environment may vary depending on their educational background, gender, level of study, and many other factors. Awareness and understanding of the students' perception of educational environment are a key to improve our teaching and learning environment. The aim of the study was to determine the perception of undergraduate medical students of Taylor's University, Malaysia on their educational environment. A cross sectional cohort study was conducted among preclinical and clinical students simultaneously at Taylor's University, School of Medicine in July 2019. Overall total scores of perceptions (136.55 ± 19.6) and those for the subscales were very satisfactory and similar to those of other local universities as well as international universities. There was a significant difference between preclinical and clinical students in two domains; Perception of Course Organizers and Academic Self-Perception, with higher scores among clinical students in all. There was a significant difference between students with Grade 'B' and those with Grade 'C' in the mean total score and Perceptions of Atmosphere. These results, in spite of being satisfactory, urge us to seek methods of and opportunities for further enhancement of the students' education environment.

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Section: Students' Perceptions Of Teachingmentioning

confidence: 60%

Study of the perceptions of the educational environment among undergraduate medical students of Taylor’s University

Thein¹,

Sirisinghe²,

Abdou³

et al. 2020

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…The learning environment can have a lasting impact on the knowledge, critical reasoning, and motivation of the students. It serves as a key indicator for evaluating the curriculum and learning experiences of students where their satisfaction indicates the quality of an educational program [ 52 – 55 ]. This study revealed a significant improvement in the learning environment for almost all items studied, with the largest percentage point increases in the availability and effectiveness of instructors.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the effect of interventions for strengthening non-physician anesthetists’ education in Ethiopia: a pre- and post-evaluation study

et al. 2021

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Background Access to safe surgery has been recognized as an indispensable component of universal health coverage. A competent anesthesia workforce is a prerequisite for safe surgical care. In Ethiopia, non-physician anesthetists are the main anesthesia service providers. The Government of Ethiopia implemented a program intervention to improve the quality of non-physician anesthetists’ education, which included faculty development, curricula strengthening, student support, educational resources, improved infrastructure and upgraded regulations. This study aimed to assess changes following the implementation of this program. Methods A pre-and post-evaluation design was employed to evaluate improvement in the quality of non-physician anesthetists’ education. A 10-station objective structured clinical examination (OSCE) was administered to graduating class anesthetists of 2016 (n = 104) to assess changes in competence from a baseline study performed in 2013 (n = 122). Moreover, a self-administered questionnaire was used to collect data on students’ perceptions of the learning environment. Results The overall competence score of 2016 graduates was significantly higher than the 2013 class (65.7% vs. 61.5%, mean score difference = 4.2, 95% CI = 1.24–7.22, p < 0.05). Although we found increases in competence scores for 6 out of 10 stations, the improvement was statistically significant for three tasks only (pre-operative assessment, postoperative complication, and anesthesia machine check). Moreover, the competence score in neonatal resuscitation declined significantly from baseline (from 74.4 to 68.9%, mean score difference = − 5.5, 95% CI = -10.5 to − 0.5, p < 0.05). Initial gender-based performance differences disappeared (66.3% vs. 65.3%, mean score difference = − 1.0, 95% CI = − 6.11-3.9, p > 0.05 in favor of females), and female students scored better in some stations. Student perceptions of the learning environment improved significantly for almost all items, with the largest percentage point increase in the availability of instructors from 38.5 to 70.2% (OR = 3.76, 95% CI = 2.15–6.55, p < 0.05). Conclusion The results suggest that the quality of non-physician anesthetists’ education has improved. Stagnation in competence scores of some stations and student perceptions of the simulated learning environment require specific attention.

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“…The assessment of the learning environment in the nursing student participants of this study is more positive than negative, as in many studies where this tool was used [15,35,54,[60][61][62][63][64][65][66][67][68]. So far, only one study has been conducted that provides researchers with insight into the differences between personal and online teaching.…”

Section: Discussionmentioning

confidence: 99%

Perception of the Online Learning Environment of Nursing Students in Slovenia: Validation of the DREEM Questionnaire

et al. 2021

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At the time of the outbreak of the coronavirus pandemic, several measures were in place to limit the spread of the virus, such as lockdown and restriction of social contacts. Many colleges thus had to shift their education from personal to online form overnight. The educational environment itself has a significant influence on students’ learning outcomes, knowledge, and satisfaction. This study aims to validate the tool for assessing the educational environment in the Slovenian nursing student population. To assess the educational environment, we used the DREEM tool distributed among nursing students using an online platform. First, we translated the survey questionnaire from English into Slovenian using the reverse translation technique. We also validated the DREEM survey questionnaire. We performed psychometric testing and content validation. I-CVI and S-CVI are at an acceptable level. A high degree of internal consistency was present, as Cronbach’s alpha was 0.951. The questionnaire was completed by 174 participants, of whom 30 were men and 143 were women. One person did not define gender. The mean age of students was 21.1 years (SD = 3.96). The mean DREEM score was 122.2. The mean grade of student perception of learning was 58.54%, student perception of teachers was 65.68%, student academic self-perception was 61.88%, student perception of the atmosphere was 60.63%, and social self-perception of students was 58.93%. Although coronavirus has affected the educational process, students still perceive the educational environment as positive. Nevertheless, there is still room for improvement in all assessed areas.

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Comparison of undergraduate educational environment in medical and nursing program using the DREEM tool

Cited by 14 publications

References 21 publications

Study of the perceptions of the educational environment among undergraduate medical students of Taylor’s University

Study of the perceptions of the educational environment among undergraduate medical students of Taylor’s University

Evaluating the effect of interventions for strengthening non-physician anesthetists’ education in Ethiopia: a pre- and post-evaluation study

Perception of the Online Learning Environment of Nursing Students in Slovenia: Validation of the DREEM Questionnaire

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