Abstract
BackgroundThe quality of the Educational environment is a key determinant of a student centred curriculum. Evaluation of the educational environment is an important component of programme appraisal. In order to conduct such evaluation use of a comprehensive, valid and reliable instrument is essential. One of most widely used contemporary tools for evaluation of the learning environment is the Dundee Ready Education Environment Measure (DREEM). Apart from the initial psychometric evaluation of the DREEM, few published studies report its psychometric properties in detail. The aim of this study was to examine the psychometric quality of the DREEM measure in the context of medical education in Ireland and to explore the construct validity of the device.Methods239 final year medical students were asked to complete the DREEM inventory. Anonymised responses were entered into a database. Data analysis was performed using PASW 18 and confirmatory factor analysis performed.ResultsWhilst the total DREEM score had an acceptable level of internal consistency (alpha 0.89), subscale analysis shows that two subscales had sub-optimal internal consistency. Multiple group confirmatory factor analysis (using Fleming's indices) shows an overall fit of 0.76, representing a weak but acceptable level of fit. 17 of the 50 items manifest fit indices less than 0.70. We sought the best fitting oblique solution to the 5-subscale structure, which showed large correlations, suggesting that the independence of the separate scales is open to question.ConclusionsThere has perhaps been an inadequate focus on establishing and maintaining the psychometric credentials of the DREEM. The present study highlights two concerns. Firstly, the internal consistency of the 5 scales is quite variable and, in our sample, appears rather low. Secondly, the construct validity is not well supported. We suggest that users of the DREEM will provide basic psychometric appraisal of the device in future published reports.
Highlights
The quality of the Educational environment is a key determinant of a student centred curriculum
In 1998, the World Federation for Medical Education highlighted the learning environment as one of the targets for the evaluation of medical education programmes [1]. It is widely agreed among medical educators that the effects of the educational environment, both academic and clinical, are important determinants of medical students attitudes, knowledge, skills, progression and behaviours [2,3]
Of the 239 medical students participating in this study, 151 were female and 87 were male
Summary
The quality of the Educational environment is a key determinant of a student centred curriculum. One of most widely used contemporary tools for evaluation of the learning environment is the Dundee Ready Education Environment Measure (DREEM). In 1998, the World Federation for Medical Education highlighted the learning environment as one of the targets for the evaluation of medical education programmes [1] It is widely agreed among medical educators that the effects of the educational environment, both academic and clinical, are important determinants of medical students attitudes, knowledge, skills, progression and behaviours [2,3]. Evaluation of the educational environment at both academic and clinical sites is key to the delivery of a high quality, student centred curriculum [4]. In order to conduct such evaluation across many sites, specialties and student groups use of a comprehensive, valid and reliable instrument is essential. These are labeled, perception of learning, perception organizers, academic self perception, perception of atmosphere and social self perception
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
