Percepciones estudiantiles sobre el entorno educativo en el contexto odontológico

Background: The educational environment can be described as the atmosphere perceived by the students and teachers. It affects the transfer/acquisition of knowledge and skills needed in training medical students. Assessing the Educational environment of medical schools is a current global trend and has even been suggested by the National Medical Commission. The DREEM tool is a widely accepted and globally validated instrument for assessing the educational environment in undergraduate medical institutions and has five subscales including perceptions of learning, perceptions of teachers, academic self-perceptions, perceptions of the environment and social self-perceptions. DREEM is a valid tool in referring to deficient areas in the learning process. Objective: To assess the student’s perception of the educational environment using the Dundee Ready Education Environment Measure (DREEM) questionnaire among undergraduate medical students. Methodology: A Cross-sectional study was conducted at Dr. Shankarrao Chavan Government Medical College, Nanded from January 2022 to December 2022 among 450 first to final-year MBBS students using the DREEM inventory scale. Results: The first-year students perceived the Educational environment most positively, with the highest global DREEM score of 120/200. The global scores of the 4th-year students were the lowest. The highest scores were recorded for the Student's perceptions of learning (SPL) domain (34.19/48, 71.23%), followed by student's academic self-perceptions (SASP) (22.21/32, 69.41%), student's perceptions of atmosphere (SPA) (32.25/48, 67.19%), student's perceptions of teachers (SPT) (30.48/44, 69.27%). Conclusion: The undergraduate medical student's perception of the educational environment is positive and there is scope for improvement and some general measures like improvement of student's accommodation, inclusion of stress relieving measures in the curriculum, encouragement of extra-curricular activities etc.

The learning environment of an academic institution has been defined to include social interactions, organisational cultures and structures, and physical and virtual spaces that surround and shape participants' experiences, perceptions, and learning. The Dundee ready educational environment measure (DREEM) questionnaire, which has five domains, is a globally used tool used to access the perception of the learning environment. To assess the overall educational environment of clinical undergraduate medical students at the University using the DREEM questionnaire, and to determine the bio-social factors that influence students' perception of this environment. This was a cross-sectional study on clinical medical students of the College of Health Sciences, University of Jos The overall DREEM score for each respondent was obtained by summing up the scores for all 50 questions. The mean DREEM score was derived by finding the average DREEM score for all respondents. Domain DREEM scores were derived by adding up the scores for questions in each respective domain. There was a total of 416 respondents across the four clinical classes, with the mean age of 21.6 years (SD 4.06 years). Of the respondents, 244 (58.7%) were male and 172 (41.3%) were female. The mean DREEM was 110.48 (±22.76) which indicated that there were more positives than negatives. The domain, students' academic self-perception, had the highest mean score of 19.81/32 (59.38%), while students' social self-perception had the lowest score of 13.09/28 (46.75). Out of the 50 questions, three areas were recognised as strengths, while 15 were identified as needing improvement. The learning environment was in the range of more positives than negatives. The students have a good academic self-perception. However, there is a need for institutional measures that would help review the curriculum and address the individual problems identified, hence improving the learning environment and quality of undergraduate medical training.

The quality of the educational environment significantly impacts how a medical student is going to work in the future as a doctor. The Dundee Ready Educational Environment Measure (DREEM) is a validated tool for assessing this environment. In Madhya Pradesh, India, newer medical colleges have been established, but their educational climates are under-evaluated. To evaluate the perceptions of the educational environment among undergraduate medical students at Government Medical College, Datia, using the DREEM questionnaire. A descriptive, cross-sectional study was conducted using the 50-item DREEM questionnaire distributed electronically to undergraduate medical students across six batches (2018-2023). Data from 193 respondents (98 male, 95 female) were analysed using descriptive statistics, independent samples t-tests (for gender comparison), and one-way ANOVA (for batch comparison). Internal consistency was assessed using Cronbach's alpha. The overall mean DREEM score was 128.7 ± 6.40 out of 200, indicating a more positive than negative perception of the environment. The tool demonstrated excellent internal consistency (Cronbach's α = 0.93). Subscale analysis revealed relatively lower scores for Students' Perception of Teachers (SPT; 27.9 ± 3.01 / 44) and Students' Social Self-Perception (SSSP; 16.1 ± 2.73 / 28). No significant difference was found between genders in total DREEM scores (p=0.64). However, a statistically significant difference was observed across academic batches (F(5, 187) = 4.05, p=0.002), with the 2019 cohort reporting significantly lower scores than the 2021 and 2022 cohorts. Students at GMC, Datia, generally perceive their learning environment positively. However, the study identifies critical needs for improvement in social support systems and a shift from teacher-centered, factual learning toward student-centered methodologies.

Objective: To evaluate original studies conducted among medical undergraduate students to assess education and learning environment in India using DREEM (Dundee Ready Educational Environment Measure) tool. Material & Methods: The online search engine PUBMED and Google scholar were utilized to short list original published research studies on learning environment. The eligibility criteria included: study conducted in India upon medical students using DREEM tool; information on sample size, total, and sub-domain DREEM score available. Fourteen original research publications with a total sample size of 4215 medical students were considered. Results: Total DREEM score (range, 0-200) was 119.5 that indicated that there was more positive education environment in selected medical colleges of country. The average score of different sub domains of DREEM also supported the positive environment. Sub-domain DREEM mean scores derived through this analysis was SPL-28.7 (range, 0-48); SPA-28.4 (range, 0-48); SPT-25.8 (range, 0-44); SASP-20.2 (range, 0-32); and SSSP-16.4 (range, 0-28). The scores of all the studies were in the similar range except two. Mean score of most (80%) of the items (40/50) lied between 2 and 3 (range, 0-4) indicating that these areas were ‘neither strong nor weak’ but could be ‘enhanced’. Some aspect of the learning and education environment with average score of less than 2 include inherent challenges of the extensive medical course; the teaching over-emphasizes factual learning (item-25); students are able to memorize all the matter (item-27); and rarely feel bored (item-14) require attention. However, issues like teaching is too teacher centered (item-48); the teachers are authoritarian (item-9); and the teachers get angry in class (item-39) requires sensitization and introspection by the esteem faculty members. Conclusion: Overall students perceived progressive and positive developmental milieu in the learning environment in the selected medical colleges of India.

BackgroundThe specialty of emergency medicine is in its infancy state in the long history of the Indian health sciences education system. Little analytical published data is available at the moment in India regarding the quality of medical education as perceived by the students.Roff et al. (Med Teach 19: 295–299, 1997) developed a methodology using a Delphi panel to standardize the measurement of medical education known as the Dundee Ready Education Environment Measure (DREEM), which is widely utilized.The purpose of this survey is to investigate student perceptions of medical education environment among emergency medicine residents of an academic medical centre in Northern India using the DREEM tool.MethodsThe DREEM questionnaire was administered to the students undergoing 3-year post-graduate emergency medicine training in our residency programme. A total of 35 students enrolled from all 3 years of the residency programme completed the survey in May 2013. The results were analysed using STATA 9.0.ResultsThe reliability coefficient which was calculated using Cronbach’s alpha for the totality of items of this study was 0.92, which indicates high internal consistency.The mean (95 % CI) for the overall DREEM was 139.8 (133.3, 146.2), which showed excellent educational environment among the medical students.ConclusionsThe DREEM score is a universal tool for assessment of education provided by health science institutes. With a total score of 139.8, the study conducted at our institute showed comparable results to the original DREEM study conducted by Roff et al. The good scores in all the five subscales reveal an excellent educational programme and learning environment as perceived by the students enrolled at our institution.

BackgroundStudents’ learning results are influenced by the educational environment. The best learning environment is created when students are involved in the evaluation process of their education. The purpose of this study was to evaluate students’ perceptions of their learning environment at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Riyadh using the Dundee Ready Education Environment Measure (DREEM) instrument.MethodsThis observational cross-sectional study was conducted through an online questionnaire using the Arabic version of the DREEM tool. Students from six colleges at KSAU-HS Riyadh campus were asked to complete the questionnaire through emails. The study was carried out between November 2021 and April 2022. Descriptive statistics and inferential statistics were performed for DREEM as both a continuous (two-way ANOVA test) and categorical variable (Chi-squared and Monte-Carlo test).ResultsA total of 370 students completed the questionnaire. The overall DREEM score for the study was 125.88/200, with a standard deviation of 58.79. SSP items received the highest scores, while SAP items earned the lowest scores. The college and the academic level showed statistically significant differences in the DREEM overall score and the five subscales, whereas gender showed no significant difference. The college of pharmacy scored the highest total DREEM score (140.35 ± 27.75), and scored higher among the five subscales than both colleges of dentistry (114.13 ± 29.74) and medicine (113.87 ± 33.03). Students in their third year had the greatest overall DREEM score (132.23 ± 29.76), and scored higher in SPL, SPA and SSP compared to students in their sixth year, in which the total DREEM score was (111.65 ± 27.58).ConclusionsStudents of KSAU-HS generally perceived the educational environment as having more positive than negative. The educational level and college differed significantly in the overall DREEM score and the five subscales. Junior students had better perception of the educational environment and they differed significantly in the SPL and SPA subscales. The faculty of pharmacy had higher scores in the overall DREEM and the five subsequent scales than colleges of dentistry and medicine. Further research is needed in order to optimize the educational environment by investigating different solutions.

The educational climate in which future doctors are trained is an important aspect of medical education. In contrast to human medicine, it has been rather neglected in dental educational research. The aim of the study was to supplement this lack by applying and validating the Dundee Ready Education Environment Measure (DREEM) for the first time in a German-speaking sample of dental students. All dental students at the Medical Faculty of Heinrich-Heine-University Düsseldorf were asked to complete a German adaptation of the DREEM and the Düsseldorf Mission Statement Questionnaire (DMSQ) in a paper-pencil survey. Data from 205 participants were analysed. Psychometric validation included analysis of item homogeneity and discrimination, test reliability, criterion and construct validity (convergent, factorial). DREEM item parameters were satisfactory, reliability (α = 0.87) and convergent validity (r = 0.66 with DMSQ) were also high. Factor analyses, however, yielded dimensions which did not fully correspond to the original DREEM subscales. Overall perception of the educational environment was positive (DREEM total score = 122.95 ± 15.52). Students in the clinical part of course rated the atmosphere more negatively, but their academic self-perception more positively than preclinical students. Showing satisfactory psychometric properties, DREEM proved suitable for assessing educational environments among dental students. Given the right circumstances, e.g., small and early clinically oriented classes, traditional curricula can generate positive environments.

Learning environment in medical schools adopting different educational strategies

Associations between baccalaureate nursing students' perceptions of educational environment and HESI™ scores and GPA

Oral Health Therapists (OHTs) are a growing workforce globally, with skills in oral health prevention, treatment planning and management of disease. These professionals receive their training through a three-year undergraduate program which leads to the Bachelor of Oral Health degree in Australia and New Zealand. The aim of this study was to describe the learning environment for OHT students in Australia and New Zealand. OHT students were requested to complete the Dundee Ready Education Environment Measure (DREEM) to indicate their perceptions of the environment of their educational program. Bachelor of Oral Health students from 10 universities in Australia and New Zealand were invited to participate in the survey. The analysis of the students' experiences focused on five domains of educational environment: learning, teaching, academic self-perception, atmosphere and social self-perception. Total DREEM scores were compared to previously published literature for other health professions students. A total of 336 OHT students completed the study, which represented 30% of all OHT students enrolled in the 10 participating universities. Using the DREEM, participants perception of the environment was more positive than negative with an average DREEM total score of 141 (70.5%) out of a maximum score of 200. The model demonstrates university region to be a major predictor in the overall DREEM score, with regional universities scoring higher than urban universities (p = .012). The DREEM was used to describe OHT students perceptions of the learning environment in Australia and New Zealand. This study found that the university region is a significant predictor of positive experiences for OHT students. By identifying the strengths and weaknesses of contemporary Oral Health programs, this study offers insights into future improvements.

Background: The Educational Environment (EE) has an extremely important role in effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated and widely tool to assess the EE in health and particularly in dental professional education programs. Objective: This study aimed to compare male and female dental students' perception regarding DREEM inventory of EE in Jazan University. A cross-sectional questionnaire included questions on demographic information and the DREEM of EEs. Methods: DREEM was used to gather information from our BDS students’ program about the environment in our institution. The data were selected from 3rd, 4th, 5th, 6th year students. Data from 330 participants were distributed manually. Other factors such as type of graduated school, level of education, student’s GPA, and monthly income of family were assessed. All the data were analyzed. Results: 286 (86%) of the students completed and returned the DREEM questionnaires. There was no statistically significant difference between genders with respect to mean scores of perceptions of learning. Also, there was a significant difference in terms of educational level, but no significant differences were observed in the DREEM subscales. The average overall DREEM score of the study subjects indicated a positive learning perception of 130.8 for males and 130.2 for females. The subscale for both genders involved students’ perception of learning as 32.1, the students’ perception of teaching as 29.1, while the students’ academic self-perception was 21.7. The students’ self-perception of atmosphere was 30.0 while students’ social self-perception accounted for 17.5. Conclusion: Both gender students recorded positive values of the learning environment. Further, a qualitative investigation is recommended to be done on every single course to evaluate the changes and make necessary alterations.

BACKGROUNDTaibah University offers regular nursing (RNP) and nursing bridging (NBP) bachelor programs. We evaluated student perception of the learning environment as one means of quality assurance.OBJECTIVESTo assess nursing student perception of their educational environment, to compare the perceptions of regular and bridging students, and to compare the perceptions of students in the old and new curricula.DESIGNCross-sectional survey.SETTINGCollege of Nursing at Taibah University, Madinah, Saudi Arabia.PATIENTS AND METHODSThe Dundee Ready Educational Environment Measure (DREEM) instrument was distributed to over 714 nursing students to assess perception of the educational environment. Independent samples t test and Pearson’s chi square were used to compare the programs and curricula.MAIN OUTCOME MEASUREThe DREEM inventory score.RESULTSOf 714 students, 271 (38%) were RNP students and 443 (62%) were NBP students. The mean (standard deviation) DREEM score was 111 (25). No significant differences were observed between the programs except for the domain “academic self-perceptions” being higher in RNP students (P<.001). Higher mean DREEM scores were observed among students studying the new curriculum in the RNP (P<.001) and NBP (P>.05).CONCLUSIONNursing students generally perceived their learning environment as more positive than negative. Regular students were more positive than bridging students. Students who experienced the new curriculum were more positive towards learning.LIMITATIONSThe cross-sectional design and unequal gender and study level distributions may limit generalizability of the results. Longitudinal, large-scale studies with more even distributions of participant characteristics are needed.

To examine the reliability and validity of the Dundee Ready Educational Environment Measure (DREEM) amongst New Zealand students in the first professional year of the Bachelor of Dental Surgery (BDS) and Bachelor of Oral Health (BOH) programmes. In 2009 and 2010, students' perceptions of the educational environment were evaluated using a modified version of the 50-item DREEM, completed on the first and last day of their first professional year. Individual DREEM items' strengths and weaknesses were identified. The difference or dissonance between students' expectations and actual experience was determined by subtracting the Actual DREEM score (for each item or subscale) from the Expected DREEM score. Effect-size statistics were calculated, and internal consistency was tested using Cronbach's alpha. Overall, 82% of 2009 and 2010 BDS and BOH students in their first professional year completed the Expected and Actual DREEM (N = 176). Both groups identified the 'overemphasis of factual learning' as an Expected and Actual aspect and 'memorising all I need to know' as an Actual aspect of the educational environment. Internal consistency was high for the overall DREEM and the BDS and BOH Expected DREEM (0.89 and 0.88, respectively) and excellent for both the BDS and BOH Actual DREEM (0.92 and 0.90, respectively). Overall, students entering the courses anticipated a number of strengths and weaknesses and those expectations were relatively similar in the different programmes (BDS and BOH). The DREEM showed excellent internal consistency for the overall scores, and that for the subscale scores was generally acceptable. The study confirms the DREEM's utility for the NZ dental education environment.

Background This study uses the Dundee Ready Educational Environment Measure (DREEM) questionnaire to investigate undergraduate medical students' perceptions regarding their educational environment. The study recognizes the pivotal role of the educational environment in shaping future healthcare professionals and aims to contribute valuable insights for continuous improvement. The DREEM questionnaire, a validated tool, provides a structured approach to assess various dimensions of the educational environment. The study explores teaching and learning, academic atmosphere, student self-perception, social support, and overall satisfaction, seeking to identify strengths and areas for enhancement. The overarching goal is to offer evidence-based recommendations for academic institutions, curriculum developers, and policymakers to foster an environment that optimally nurtures the learning experiences of undergraduate medical students. The study aspires to contribute to the ongoing efforts to refine and elevate medical education, ensuring the holistic development of future healthcare professionals. Aims & objectives Using the DREEMquestionnaire, evaluate undergraduate medical students' perceptions regarding their educational environment. Identifying thestrengths and weaknesses in the current educational environment, encompassing teaching and learning, academic atmosphere, student self-perception, and social support. Methodology All undergraduate medical students of C.U.Shah Medical College and Hospital, Surendranagar, Gujarat (India), were included in the study. DREEM questionnaire was introduced in classroom settings in digital form with the help of Google Forms. The perceptions were obtained and analyzed with the help of Google Sheets. Results The DREEM questionnaire mean scores (124.58/200) indicate an overall positive perception of the educational environment among medical students, with total scores falling within the 'More Positive than Negative' range. The domain-wise analysis reveals scores for Students' Perception of Learning (SPL) 30.09/48, Students' Perception of Teachers (SPT) 27.87/44, Students' Academic Self-Perceptions (SASP) 20.60/32, Students' Perception of Atmosphere (SPA) 30.31/48, and Students' Social Self-Perceptions (SSSP) 15.72/28, indicating varying perceptions across different aspects of the educational environment. Within the domains, the SPL scores range from 10 to 44 (mean: 29.91), with one response in the 'very poor' range. SPT scores vary from 4 to 44 (mean: 27.49), with three 'very poor' responses. SASP scores range from 6 to 32 (mean: 20.73), with one response in the 'Feelings of total failure' range. SPA scores range from 9 to 48 (mean: 30.29), with one response in the 'Very poor environment' range. SSSP scores vary from 6 to 28 (mean: 15.66), with five 'Miserable' responses. Conclusion The study using DREEM scores highlights a generally positive perception of the educational environment among medical students. Areas for improvement include addressing fatigue-related concerns and enhancing teacher-student interactions, emphasizing the need for targeted interventions to ensure ongoing enhancement in the learning environment.

In an undergraduate (UG) medical education program, the educational environment is a critical factor of effective outcomes. Because it is a proven approach for this assessment in medical schools, the Dundee Ready Education Environment Measure (DREEM) was employed in this study.1. To assess the student’s perception of the educational environment using the Dundee Ready Educational Environment Measure (DREEM) questionnaire among 1st-year undergraduate medical students. 2. To identify the strengths and weaknesses in student’s educational environment.A cross-sectional study was carried out among first-year medical students. To obtain student perceptions of the educational environment, a widely accepted DREEM questionnaire was employed. The DREEM questionnaire is divided into five sections, each of which has 50 statements that are rated on a five-point Likert scale (0–4). The questionnaire was distributed to consented individuals (n=150) after receiving ethical approval. The filled questions were collected and statistically evaluated. The data were presented as mean and standard deviation, frequency, and percentages. The responses were analyzed and interpreted using McAleer and Roff's practical recommendations.There was a 100% response rate. The average DREEM score was 124.9 ± 50 (62.46%). Among the five DREEM dimensions, students' perceptions of learning received the highest score (65.63%), while students' perceptions of the environment received the lowest (59.31 %).Statements “I have good friends in this college”, “My social life is good” and “I am confident about passing this year” scored ≥ 3 of 4 points.“A more positive than negative perception,” according to the total mean DREEM score. Student confidence, social life, instructor knowledge, encouragement to participate in a teaching session, teacher preparedness, and having excellent friends on campus received the most positive answers. However, there is space for development in areas where there is a lack of expertise, such as student ennui and creative teaching.