Use of the learning environment questionnaire to assess curricular change

Levy, Merav; Morse, P. Kenneth; Liebelt, Ralph A.; Dallman, J J; McDonald, Tess

doi:10.1097/00001888-197309000-00007

Academic Medicine

1973

DOI: 10.1097/00001888-197309000-00007

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Use of the learning environment questionnaire to assess curricular change

Merav Levy¹,

P. Kenneth Morse²,

Ralph A. Liebelt³

et al.

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“…The same instrument later was modified and validated at Australian medical schools. [ 12] Levy et al [ 13] also surveyed the learning environment in a Georgia medical school in the context of assessing curriculum change. Dimensions measured desirability of learning situation, academic enthusiasm, goal direction, authoritarianism, breadth of interest, student interaction, and intellectual maturity.…”

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Validation and Use of an Instrument to Measure the Learning Environment as Perceived by Medical Students

Pololi¹,

Price²

2000

Teaching and Learning in Medicine

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Validation and Use of an Instrument to Measure the Learning Environment as Perceived by Medical Students

Pololi¹,

Price²

2000

Teaching and Learning in Medicine

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Assessment of the ‘students’ perceptions of education using Dundee Ready Environment Educational Measure (DREEM) inventory at Princess Nora bint Abdulrahman University, Saudi Arabia

Al Fryan,

Shomo,

Bani

2024

BMC Med Educ

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The Malaysia DREEM: perceptions of medical students about the learning environment in a medical school in Malaysia

Al-Naggar¹,

Abdulghani²,

Osman³

et al. 2014

AMEP

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BackgroundStudents’ perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students’ perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex.MethodsThis cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences.ResultsThe majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students’ perceptions were positive. The students’ perception toward educational environment was positive for all five DREEM subscales.ConclusionThe study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement.

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Use of the learning environment questionnaire to assess curricular change

Cited by 3 publications

References 0 publications

Validation and Use of an Instrument to Measure the Learning Environment as Perceived by Medical Students

Validation and Use of an Instrument to Measure the Learning Environment as Perceived by Medical Students

Assessment of the ‘students’ perceptions of education using Dundee Ready Environment Educational Measure (DREEM) inventory at Princess Nora bint Abdulrahman University, Saudi Arabia

The Malaysia DREEM: perceptions of medical students about the learning environment in a medical school in Malaysia

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