Dundee Ready Education Environment Measure Research Articles

Evaluating the Perception of Undergraduate Medical Students About the Educational Environment by Using the Dundee Ready Educational Environment Measure (DREEM) Questionnaire.

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.

Oral health students' perceptions of the learning environment in Australia and New Zealand: A DREEM study.

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.

Examination of the Dundee Ready Educational Environment Measure (DREEM) Model-Based Educational Quality in the Clinical Divisions of Semnan University: A Descriptive Study.

It is widely recognized that there is a significant correlation between the quality of the learning environment and the level of satisfaction and achievement of students. To enhance the quality of education, it is vital to discern and rectify any inadequacies or deficiencies within the learning environment. Since the examination of strengths and weaknesses of the clinical learning environment provides valuable information to educational managers in improving the quality of education, the primary objective of this study was to examine the educational atmosphere prevalent in the principal clinical departments of the academic medical centers affiliated with Semnan University of Medical Sciences. The investigation was carried out based on the principles of the Dundee Ready Educational Environment Measure (DREEM) model. The present study was conducted with a descriptive-analytical approach which consisted of 232 trainees and interns affiliated with the departments of pediatrics, gynecology, internal medicine, and surgery. Sampling was done by census method. Then, a standard questionnaire was designed based on the DREEMmodelin Google Forum and its link was uploaded by representatives in class groups and channels. The data were collected within a period of three months and then were statistically analyzed using SPSS, version 24(IBM Corp., Armonk, NY). Based on the results, the mean age of students was 23.92 years. The mean score of the educational environment of interns and stagers based on the questionnaire was 122.45 and 143.35, respectively. Regarding the mean score of the educational environment, a statistically significant difference was observed between pediatric and internal medicine (P-value<0.001), and surgical and internal medicine departments (P-value=0.03). In general, the educational environment was evaluated as semi-optimal from students' point of view; thus, it appears imperative for university officials to allocate greater attention toward enhancing the quality of the learning environment by devising more meticulous plans and engaging in consistent self-assessment of the educational landscape.

Medical Students' Perceptions at Dow University of Health Sciences using Dundee Ready Education Environment Measure Inventory.

To assess medical students' perceptions regarding learning, teachers, academics, atmosphere at campus and social self-perceptions at Dow University of Health Sciences using Dundee Ready Education Environment Measure (DREEM) Inventory. This cross-sectional observational study was conducted from March 1st, 2022 to September 30th, 2022. All medical students at Dow University of Health Sciences were offered to participate. All students were given the choice to respond to DREEM questionnaire via online Form or printed copy anonymously. The DREEM Inventory measures five domains of students' perceptions of a given institution. Comparison of responses between different years and institution was carried out by χ2 test. Means scores were compared by Student's t-test and ANOVA, p-value of ≤.05 was taken as significant. Total of 1054 out of 1750 (60.23%) students submitted fully completed forms and were included, out of these 632 (60.0%) belonged to Dow Medical College & 422 (40.0%) belonged to Dow International Medical College. The mean ±SD of total score of DREEM by DMC students was 100.07 ±31.46 and that of DIMC was 100.52 ±32.73. According to DREEM Global scoring both colleges scores fell into category of "many problems". Analysis according to domains showed that maximum score was given to 2nd domain of their "perception regarding teachers" and minimum score was allocated to 5th domain regarding "social self-perceptions". Overall Students perceived environment at DUHS as "many problems" category. This needs to be investigated for betterment of Educational Environment (EE) at campus.

Overview of the Student Learning Environment of the Universitas Padjadjaran Nursing Profession Study Program

The learning environment is an important component in determining the quality and success of the nursing education curriculum. A learning environment that is not supportive can result in decreased student learning performance, including decreased interest and motivation, anxiety and stress, and reduced self-confidence. Evaluation of the learning environment helps improve the quality of the learning environment which consists of the learning process, teaching staff, academic achievement, learning atmosphere, and social environment. This research aims to identify a description of the learning environment for students in the Padjadjaran University nursing professional study program. This research design will use a quantitative descriptive research design. The sampling technique that will be used is proportionate stratified random sampling with 142 nursing professional students as samples. The instrument used is the Dundee Ready Education Environment Measure (DREEM) with 50 statement items. The data analysis that will be carried out is univariate analysis. The results of research on the learning environment dimension show an average score of 148.96/200 in the good category. The average is obtained for each sub-variable; learning process (35.44/48), teaching staff (33.74/44), academic achievement (25.44/32), learning atmosphere (34.49/48), and social environment (19.82/28). Academic achievement with the highest score and social environment with the lowest score. The assessment of the learning environment for nursing professional students shows the Good category, which means that the learning environment for the nursing profession is running well, although there are things that need to be improved and corrected to improve the quality of learning. 

The Impact of COVID-19 on Educational Climate in Dental Students - A Cross Sectional Study

&lt;p style="text-align: justify;"&gt;Students' perception of educational climate influences academic performance, and its analysis provides essential information to improve it. To evaluate the perception of 3rd and 5th grade students regarding educational climate, before and during the pandemic. A descriptive, cross-sectional study was performed involving dental students, who answered the Dundee Ready Education Environment Measure (DREEM) questionnaire. The overall DREEM and its 5 subscales were analyzed evaluating two period times, before and during the pandemic. There were statistically significant differences when comparing the results obtained by 3rd and 5th grade students, before and during the pandemic, with effect magnitude from high to very high. It is noteworthy that 3rd graders have more positive perceptions compared to 5th graders. The 3rd year students felt more strongly the difficulties inherent to the COVID-19 pandemic. While in the 3rd year the students had less Educational Climate during the pandemic, the 5th year student had better Educational Climate in this period, perhaps because they maintain the face-to-face clinical classes. A negative point is associated with the scarce support system for students with stress problems. COVID-19 pandemic affected the perception of the Educational Climate, with a significant difference between of 3rd and 5th year dental students.&lt;/p&gt;

Students’ perception of the educational environment at King Saud bin Abdulaziz University for health sciences using DREEM tool

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.

Students’ Learning Environment in Relation to their Perception in Listening Comprehension Skills

Students’ learning environment plays a crucial role in their learning process and their perception of and abilities in listening comprehension. This study aims to determine the relationship between students’ learning environment and their perception of listening comprehension skills. A descriptive correlational research design was used in the study. One hundred thirty-three respondents were chosen. Dundee Ready Educational Environment Measure (DREEM) questionnaire and Foreign Language Learning Survey (FLLAS) were used. Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient, were the statistical tools used in the study. Results showed that students’ perception of their learning environment was satisfactory, and students’ listening comprehension was satisfactory. The findings revealed a highly significant relationship between student’s perceptions of the learning environment and their listening comprehension skills. Future researchers are encouraged to conduct more studies on the students and their listening comprehension skills since only a few research have tackled this.

Satisfaction and readiness for professional activity of students of the Institute of Osteopathy (Saint-Petersburg): a study using the DREEM questionnaire

   Introduction. The educational program is an important factor of the training quality of a future specialist in the modern system of medical personnel training. The most important indicator of the educational program quality is the educational environment that influences the formation of competencies and the students′ success. Measurements of the educational environment with the help of developed and validated tools make it possible to change it in many ways, which will eventually improve the quality of medical education. To date, the rapid educational environment assessment system developed at the University of Dundee (Dundee Ready Education Environment Measure, DREEM questionnaire) is considered as a valid and reliable tool that is universally accepted for measuring the medical educational environment, assessing the strengths and weaknesses of the educational environment according to the educational program under study and determining the direction of improving the educational environment.   The aim of the study is to evaluate the perception of the educational environment by students of the Institute of Osteopathy (Saint-Petersburg) using the DREEM questionnaire.   Materials and methods. The study involved 80 students of the Institute of Osteopathy (Saint-Petersburg), studying in residency or professional retraining programs. Participants were surveyed using the DREEM questionnaire, consisting of 50 closed-ended statements, which are grouped into 5 subcategories. I. Students′ perception of the learning process (12 statements). II. Students′ perception of the role of lecturers in the educational process (11 statements). III. Students′ perceptions of their own academic performance (8 statements). IV. Students′ perceptions of the educational atmosphere (12 statements). V. Social self-perception and interaction with the environment (7 statements). Each of the 50 statements is rated on a 5-point scale: «Strongly agree» (4), «Agree» (3), «Not sure» (2), «Disagree» (1) and «Strongly disagree» (0). Satisfaction analysis was also carried out for individual statements.   Results. The analysis of information obtained using the DREEM questionnaire showed that the educational environment created at the Institute of Osteopathy (Saint-Petersburg) was rated by students as ideal — 165,2 points; doctors studying in the residency educational program rate the educational environment statistically significantly (p &lt; 0,05) higher than those studying in the professional retraining program. Among the students studying in a residency program, the indicators of confidence in their readiness for professional activity are at a fairly high level — 3,5–3,7 points, while among the students studying in a professional training program, the indicators of confidence in their readiness for professional activity are at the level of 2–3,3 points. There are some indicators of the educational environment that require improvement.   Conclusion. A detailed study of the level of the educational environment perception among students of the Institute of Osteopathy (Saint-Petersburg), studying in various educational programs, made it possible to identify the most problematic areas in the educational process implemented at the Institute, which makes it possible to develop proposals for improving the current educational environment. The issues of organizing social support for students and building confidence in their preparedness for practical activities deserve the greatest attention. It is also recommended to regularly conduct a study of the educational environment satisfaction among students of the Institute of Osteopathy to assess the dynamics of the indicators.

Study to assess perceptions of the Educational Environment among medical undergraduate students using the Dundee Ready Education Environment Measure (DREEM)

Abstract 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.

Examining nursing students’ perceptions of educational environment: Further validation of DREEM instrument

Background: Educational environment is an essential foundation for the effective learning process of students, which in turn contributes to the success of a curriculum. The evaluation of educational environment from students’ perception has been considered as an indicator for the quality improvement of higher education. This study aimed to explore the Vietnamese nursing students’ perception of educational environment and identify internal consistency reliability of the Vietnamese version of the (Dundee Ready Educational Environment Measure) DREEM instrument. Subjects and methods: A cross-sectional study was conducted among 102 second-year undergraduate nursing students in a medical university. An online survey, including the 50-item DREEM questionnaire, was used to obtain student’s perception of learning environment. Results: The overall Cronbach’s alpha coefficient of the V-DREEM in this study was 0.95 and five sub-scales ranged from 0.74 to 0.85, demonstrating that the V-DREEM instrument has good internal consistency reliability for measurement. The overall score of DREEM was 143.89/200 (SD =17.50), indicating a positive educational environment perceived. Fifty-eight percent (58%) of the items were rated high score, however, there were aspects perceived as problematic including teaching methods (The teaching is too teacher-centered), student-teacher interactions (The students irritate and annoy the teachers), and students’ learning approaches (I feel able to ask the questions I want). Conclusion: The study results suggested the specific areas, including teaching methods, student-teacher interactions, and students’ learning approaches, that need more attention to enhance the educational environment for nursing students in Vietnam where the reform of nursing education has eventuated recently.

Associations of academic environment, lifestyle, sense of coherence and social support with self-reported mental health status among dental students at a university in Brazil: a cross-sectional study

ObjectivesThe study evaluated the association of academic environment, lifestyle, sense of coherence (SOC) and social support with self-reported mental health status among dental students.DesignSecondary analysis of data from a cross-sectional,...

Effect of academic stress, educational environment on academic performance & quality of life of medical & dental students; gauging the understanding of health care professionals on factors affecting stress: A mixed method study.

Throughout their academic careers, medical and dental students face challenges that cause varying levels of stress, affecting their academic performance and quality of life (QoL). Our study aims to ascertain the effect of academic stress and the educational environment on the QoL and academic performance of medical and dental students, encompassing the perspectives of both students and healthcare professionals. A mixed-method research was conducted from February to May 2022, comprising students from a medical and dental college in Pakistan. During Phase 1, the students participated in the cross-sectional survey and completed the WHO Quality of Life Scale (WHOQOL-BREF), Academic Stress Scale, and Dundee Ready Educational Environment Measure (DREEM) Inventory questionnaires. Academic performance was evaluated through last year's annual assessment results of the students. During Phase 2 of the study, interviews with healthcare professionals who had experience as the students' counsellors were conducted. The mean age of the sample (n = 440) was 22.24 ±1.4 years. The Cronbach Alpha reliability of the DREEM inventory was 0.877, that of the Academic Stress Scale was 0.939 and the WHOQOL scale was 0.895. More than half of the students (n = 230, 52.3%) reported better QoL and the majority perceived a positive educational environment (n = 323, 73.4%) and higher academic stress (n = 225, 51.1%). Males had significantly more academic stress (p<0.05). Those who perceived a positive educational environment and better QoL had better academic performance (p<0.05). Academic performance was positively and significantly correlated with QoL and academic stress (p = 0.000). In qualitative analysis, 112 codes were generated which converged into 5 themes: challenging educational environment, psychological need and support, individual differences, relationship and family life, and adjustment issues. Medical and dental students encounter a myriad of challenges, along with significant academic stress, which detrimentally affects their academic performance, despite perceiving a positive educational environment. Conversely, a better QoL is associated with improved academic performance.

Perception of Undergraduate Pharmacy Students on CBL Learning Environment

Introduction: An effective learning environment is important for proper academic and professional development of students. This can be assessed by exploring the students’ perception of the learning environment. This study aims to evaluate students’ learning responses and perceptions of their learning environment regarding case-based learning (CBL) implementation in the subject of pharmacology of second-year undergraduate pharmacy students. Methods: This is a descriptive cross-sectional study. The sample size is 120 second year students from the Pharmacy programme. The data was collected by using self- administered Dundee Ready Education Environment Measure (DREEM) inventory that consists of 50 items with 5 subscales of learning. Results: A total of 148 second-year pharmacy students participated in the survey and the response rate is 85%. The majority of participants were female and the overall mean DREEM score in this study is 137.29, which indicates more positive learning environment than negative. Three items were identified as areas of concern which were an overemphasis on factual learning (mean=1.64), tutors being perceived as authoritarian (mean=1.97) and the presence of a cheating problem in the course (mean=1.86). In this study, no statistically significant association was found between each subscale of the perceptions of the learning environment and cumulative grade point average (p&gt;0.05). Conclusion: Pharmacy students at UiTM Puncak Alam generally hold predominantly positive perceptions. However, there are identified problem areas that require improvement, emphasizing the need for more effective interventions.

Development of a pharmacy educational environment questionnaire

IntroductionA robust instrument for measuring the educational environment in a pharmacy patient care setting is currently lacking. The authors aimed to develop a person-reported outcome measure to gauge trainee pharmacists' perceptions of their clinical workplace-based educational environment. This paper reports the various sources of validity evidence. MethodsA preliminary, three-domain (system, relationship, and personal), 36-item measurement instrument was developed by incorporating results from literature review, focus group interviews, iterative discussions among educators, and cognitive interviews. The preliminary instrument, together with the Dundee Ready Educational Environment Measure (DREEM) and Orientation to Happiness Scale (OHS), were administered to trainee pharmacists recruited from one pharmacy school and one healthcare cluster in Singapore. Rasch analysis was conducted on the overall instrument as well as three domains: System, Relationship, and Personal. ResultsThe 36-item instrument was administered to 145 learners, of which 66 were trainee pharmacists and 79 undergraduate interns. Upon removal of the middle “neutral” category to resolve poorly functioning categories and removal of five poorly functioning items, the overall instrument and its domains generally showed good fit with the Rasch model. Moreover, the overall 31-item Singapore Pharmacy Educational Environment Questionnaire (SPEEQ) and its three domains showed moderate to high convergent correlation with all the five DREEM domains and low to non-significant divergent correlation with the OHS Pleasure of Life subscale. ConclusionsAmong one sample of pharmacy trainees, the 31-item SPEEQ and its three component domains demonstrated notable validity evidence to gauge trainees' perceptions of their learning environment.

Academic climate and psychopathological symptomatology in Spanish medical students

IntroductionMedical Education studies suggest that medical students experience depression, anxiety and psychopathological symptomatology in a proportion higher than in the rest of the population. In the present study, we aimed to conduct a nationwide analysis to describe student’s perceptions of Educational Climate in Spanish medical schools, and its relationship with psychopathological symptomatology.MethodsThe study was carried out in 2022 in all 44 medical schools in Spain, and analyses the academic climate, and psychopathological symptomatology among medical students (n = 4374). To measure these variables, we used the Dundee Ready Education Environment Measure (DREEM) for academic climate, and the SA-45 (Symptom Assessment-45 Questionnaire was used to assess psychopathological symptomatology.ResultsThe mean DREEM global score was low, 95.8 (SD 22.6). Worse perception of the academic climate has been found in females (t -2.21, p 0.027), in students of the clinical academic years (t 16.9, p < 0.001), and public medical schools ( t 15.6, p < 0.001).The SA45 general index score was high (p90) in 25.6% of participants. In respect of gender, female students presented higher levels of SA45 general index score, depression, interpersonal sensitivity, somatization, anxiety, obsession-compulsion, and phobic anxiety symptoms.Higher DREEM global and subscale scores corresponded to a higher SA-45 global index score and higher SA-45 subscale scores.ConclusionsOur study suggests a correlation between a poor perception of academic climate, increased depression, anxiety, and other psychopathological symptoms, with a pattern that varies between different faculties. The perception of academic climate varied between medical schools, as did the psychopathological symptoms scores. Our finding suggests the prevalence of these variables in medical students is, at least in part, attributable to factors directly related to the learning atmosphere.

The Correlation Between Students’ Learning Environment and Their Critical Thinking Skill Development

This research aims to determine if there is a correlation between learning environment and students' critical thinking skill development. Research method that is used is Correlation. The sample in this research is 25 university students of the English Education Department. Instruments used in this research were questionnaires and practice tests. The questionnaire sheet adapted from The Dundee Ready Education Environment Measure (DREEM). it is used to find out students' opinions about their learning environment. Other instrument that is used is the practice test of Critical Thinking Appraisal which was used to determine the level of students’ critical thinking ability. In analyzing the data, this research used the product-moment correlation analysis technique. The results shows that there are no correlations between learning environment and the development of students’ critical thinking skills. Building a good learning environment is important and can support a good learning process.

Navigating post COVID-19 education: an investigative study on students' attitude and perception of their new normal learning environment.

The incidence and aftermath of the COVID-19 pandemic brought about a drastic change in health professional education around the world. Traditional classrooms made way for online classrooms in order to ensure that learning continued in a safe and secure environment. However, how well health professional students perceived and accepted these changes have not been fully gauged yet. Therefore, this study aims to evaluate the perception of health professional students about their new educational climate. A modified and validated Dundee Ready Education Environment Measure (DREEM) questionnaire was used to collect data regarding student perception of their educational environment. The mean DREEM scores for three time periods were in the accepted positive range of 101 to 150 indicating that most of the students perceived the changes positively. The results indicated that most students preferred blended learning over online learning or face-to-face learning alone. Areas where students were unsatisfied with their learning environment that need improvement were identified by poor item-wise scores. Strategic remedial measures for these concerns need to be developed to improve the quality of education received by the students. However, the results of our study indicated that most of the students were able to adapt positively to the new education environment due to the change in the circumstances during COVID.

Evaluation of the Educational Environment Based on the Perception of Occupational Therapy (OT) Students at Shiraz University of Medical Sciences in Iran (2013 - 2020)

Background: The evaluation of educational environments is the key to achieving a student-centered and qualified curriculum. Objectives: This study was conducted to evaluate the educational environment in the School of Rehabilitation Sciences at Shiraz University of Medical Sciences (SUMS), Shiraz, Iran, focused on occupational therapy (OT) students, using the Dundee Ready Educational Environment Measure (DREEM) questionnaire for incoming students of 8 years (2013 - 2020). Methods: This cross-sectional, descriptive-analytical, and applied study was carried out on two occasions in 2017 and 2021. The students' perspectives of the 4incomings between 2013 to 2016 (group 1) and another four incomings between 2017 to 2020 (group 2) were evaluated. SPSS software (version 23) was utilized for data analysis. Results: The average total score of the educational environment questionnaire for all 136 students was 102.301 ± 20.607. There was a statistically significant difference in the perception of students in these two groups. The results showed better quality in the total score of the educational environment and all subdomains of this questionnaire in group 2 with a P-value of &lt; 0.05. Conclusions: It seems that OT students’ perception shows a semi-favorable to favorable circumstance regarding the educational environment in SUMS. The incoming OT students from 2017 to 2020 in SUMS have reported more favorable conditions in all aspects of the educational environment than the incoming students from 2013 to 2016. Students' perspectives were more negative after passing their years of studying at the university. Serious reforms in the educational environment of OT at SUMS are needed.

Medical education environment perception and learning engagement in undergraduate nursing students: The mediating effect of self-regulated learning ability

AimTo investigate the interrelationships of medical education environment perception, learning engagement and self-regulated learning ability among Chinese undergraduate nursing students. BackgroundAfter the outbreak of COVID-19, great changes have taken place in the medical education environment, many offline teaching and academic activities have been replaced by online activities. Students’ learning engagement influences the efficiency of online learning. However, the mediating effect of self-regulated learning (SRL) ability between medical education environment perception and learning engagement is unclear. DesignThis study involved a cross-sectional descriptive correlational research. MethodsA total of 228 undergraduatenursing students who were attending online learning were included in this study.This investigation adopted Dundee Ready Educational Environment Measure scale (DREEM), Motivated Strategies for Learning Questionnaire (MSLQ) and Utrecht Work Engagement Scale-Student scale (UWES-S) to respectively know about the levels of medical education environment perception, self-regulating and learning engagement. The structural equation model and bootstrap method were used to clarify the association and interaction among the three variables. ResultsThe scores of nursing students' medical education environment perception, SRL ability and learning engagement were 135.64 ± 15.12, 161.39 ± 22.57 and 68.01 ± 11.77, respectively. Perception of medical education environment directly affects learning engagement (β = 0.556, P < 0.001). SRL ability partially mediated the effect of medical environment perception on learning engagement (x2/df = 1.427, RMSEA = 0.043, GFI = 0.962, NFI = 0.954, TLI = 0.980, CFI = 0.986), and the variance was 30.8 %. ConclusionSRL ability plays a mediating role between medical education environment perception and learning engagement. Nursing educators should continuously optimize the online education environment, such as designing intelligent teaching platform or software, adopting interactive teaching methods, strengthening professional value education and encouraging peer learning, so as to meet the requirements of nursing students' learning engagement in the new medical education environment.