Abstract
Background: The educational environment has a major impact on students' learning and educational activity hence it is important for evaluation and description. The objective of this study was to explore the quality of the educational environment in Basra College of Medicine. Methods: The Arabic translation of the Dundee Ready Education Environment Measure (DREEM) was used to evaluate students' perception of the educational environment. Results: The overall mean score was 93.57 and that for students' perceptions of learning 23.89, students' perceptions of teachers 16, students' academic self-perception 15.53, students' perception of atmosphere 20.5, and students' social self-perception 13.61. Gender was not statistically significant variable. Conclusion: All results in every parameter of the educational environment inventory, whether total mean score or the five subscales, show presence of low values probably related to the traditional system of teaching which need consideration and solutions.
Highlights
Educational environment is difficult to be defined in a short, easy and concise way because of the complexity of medical educational environment
The reliability of this study measured by calculating the coefficient alpha and found to be 0.78 which is according to Richardson' guidelines of correlation and reliability is high.[15]
The subclasses scores were: students' perceptions of learning Students' perceptions of learning (SPL) 23.9/48, students' perceptions of teachers Students' perceptions of teachers (SPT) 20.16/44, students' academic selfperceptions SASP 15.3/32, students' perceptions of atmosphere Students' perceptions of atmosphere (SPA) 20.5/48 and students' socialself perceptions Students' social self-perceptions (SSSP) 13.6/28 (Table-3), while in a study from Iran, Hormozgan university[16] the scores were 22.3/48, 24.6/44, 17.4/32, 25.9/48 and 14.6/28 respectively. These results are better than ours in the subclasses SPL, SASP and SPA and similar to our results in SSP and SPL the traditional system is used
Summary
Educational environment is difficult to be defined in a short, easy and concise way because of the complexity of medical educational environment. Genn and Harden explained that ''this environment comprises a multitude of settings which includes lecture rooms, tutorial classes, laboratory and practical classes, hospital wards, out-patient clinics and general practice'' In addition to this there are the ''socialising agents which appear to have considerable power to influence the nature of the settings'' including other students, lecturers, teachers from different departments, clinicians, advisors, educators, administrators, paramedics in addition to the patients.[1] The environment as suggested above is the most important manifestation for, and conceptulisation of curriculum and its study is vital and essential because it is a manifestation of the curriculum but because it is a determinant of the behavior of the medical students and teachers.[2] This educational environment has a personality which can be described or categorised, so it can be stressed or relaxed, strict or lenient, competitive or even hostile.[3] Many educators and researchers emphasize the importance of examining and assessing this environment because it has an MJBU, VOL. Conclusion: All results in every parameter of the educational environment inventory, whether total mean score or the five subscales, show presence of low values probably related to the traditional system of teaching which need consideration and solutions
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