Abstract
This article was migrated. The article was marked as recommended. We have changed the medical educational environments which included educational curricula, medical staffs, facilities and teaching and learning methods to improve the academic achievement of medical students and to develop good doctors in schools. Medical students have complaints with their educational environments. Dundee Ready Education Environment Measure(DREEM) consists of five domains; students' perceptions of learning, students' perceptions of teachers, students' academic self-perception, students' perceptions of atmosphere. Using DREEM, the overall mean DREEM score of our school was 106.98 and low to that of Korean medical schools and developed countries. Medical students acknowledged that the domains of teachers and academic self-perceptions were positive. Through the students' perception, the changes of the educational environment might be needed continually to get good academic achievement of medical students.
Highlights
Professors want medical students to achieve good academic results in medicine during their campus life
The educational environment is very important in order for medical students to accomplish good academic performance
Information was collected through the Dundee Ready Educational Environment Measure (DREEM) questionnaire, as well as on demographic characteristics. 464 out of 500 medical students took part
Summary
Professors want medical students to achieve good academic results in medicine during their campus life. There are many factors that influence the academic achievement of medical students. The educational environment is very important in order for medical students to accomplish good academic performance. This has been studied across the entire spectrum from primary through to tertiary level, and even beyond to postgraduate students. The educational environment encompasses student–teacher relationships, teaching and learning strategies, students’ psychosocial and emotional needs, as well as the physical structures and facilities provided by the institution (Harden, 2001). A productive and conductive learning environment is provided if the higher education institution is able to provide all of these
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