Social Self-perception Research Articles

We only know that we don’t know: attachment patterns and psychological coping during the COVID-19 pandemic – the mediation role of intolerance of uncertainty

ABSTRACT The global outbreak of the COVID-19 pandemic created sudden changes in many areas of daily life and increased uncertainty about the future. Two studies examined the association between attachment patterns and mental well-being during the pandemic, the mediating role of intolerance of uncertainty (IOU), and factors related to social relationships and self-perceptions. The results of the first study, conducted at the outbreak of the pandemic, indicated that individuals with high levels of attachment anxiety experienced more negative emotions and fewer positive emotions at that time, and that IOU and perceived social support mediated these associations. The results of the second study, conducted several months into the pandemic, indicated an association between attachment anxiety and avoidance, and perceived stress during the time of the pandemic. Results of Study 2 also indicated that IOU mediated the association between attachment anxiety and stress, and that sense of coherence (SOC) mediated the association between attachment anxiety and avoidance, and stress. These findings underscore the adverse psychological effects of uncertain situations, especially for individuals with a fragile foundation of interpersonal support, thus emphasizing the need for action to reduce uncertainty, especially in times of emergency.

Perception of postgraduate medical residents regarding educational environment at French Medical Institute for Mothers and children, Kabul Afghanistan

Objective: To assess the perceptions of postgraduate medical education residents regarding educational environment at a medical institution in Afghanistan. Methods: The descriptive cross-sectional study was conducted from 2017 to 2018 at the French Medical Institute for Mothers and Children, Kabul, Afghanistan, FMIC, and comprised postgraduate medical residents. Dundee Ready Educational Environment Measure was administered to determine the perception of learning environment by the residents’ perceptions related to learning, teachers, academic self-perception, atmosphere and social self-perceptions sub scales. Data was analysed using SPSS 22. Results: Of the 63 subjects, 55(87.30%) were males and 42(66.66%) were married. The overall mean age was 30±4.38 years. There was no significant difference in mean subscales scores and overall scores in relation to participants’ age, gender, type of specialty, province and year of training (p>0.05). There was a significant difference in students’ perception of teachers in relation with the type of specialty (p<0.05). Conclusions: The educational environment at the medical institution in Afghanistan was perceived by the students of residency programme as conducive. Key Words: Dundee ready educational environmental measure, DREEM, Educational environment, Residency programme, Afghanistan.

Preclinical and Clinical Medical Students' Perception of the Learning Environment: A Reference to the Forensic Medicine and Clinical Toxicology Course.

PurposeUnderstanding learning environments is vital for developing curricula. This study aims to evaluate medical students’ achievements and perception of learning environments considering the Forensic Medicine and Clinical Toxicology course as an analog for the curricular transition process.MethodsA cross-sectional study was conducted among undergraduate medical students at the Faculty of Medicine, Tanta University, from August 2020 to October 2021. Using the Dundee Ready Education Environment Measure (DREEM) questionnaire, the perception of 621 students (of which 307 were enrolled in the integrated curriculum and 314 in the traditional curriculum) were compared. Furthermore, the appropriate tests of significance and correlations were used to compare students’ perception according to their enrollment, age, gender, and previous year grade point average.ResultsThe mean overall DREEM score was 121.04 ± 22.35, implying a more positive than negative learning environment, that is, a more positive learning perception, with students’ perceptions of teachers moving in the right direction, students’ academic self-perceptions getting more on the positive side, more positive attitudes regarding student’s perceptions of the learning environment, and not-too-bad student’s social self-perception. Medical students enrolled in the integrated curriculum showed higher DREEM scores, with significantly better learning and academic self-perceptions (p < 0.05). Knowledgeable, qualified faculties are the most significant characteristic feature in both systems. A significant number of students achieved excellent grades in the integrated curriculum (n = 740 out of 1076, 68.8%) than in the traditional one (n = 470 out of 961, 48.9%) (p < 0.0001).ConclusionThis study revealed a smooth, successful transition from the traditional to integrated curriculum among Egyptian medical students. The main areas for improvements are focusing on factual teaching, implementing student-centered teaching activities, promoting students’ memorizing, and engaging students in activities that may help them enjoy learning.

ACS MEDICAL COLLEGE STUDENTS’ PERCEPTION OF THEIR EDUCATIONAL ENVIRONMENT DURING PANDEMIC TIMES.

The purpose of this study was to use the Dundee Ready Education Environment Measure (DREEM) scale to determine the perceptions of the second batch (reformed curriculum) of medical graduates on the educational environment at the College of ACS Medical College. This surveybased research may be used to answer any EE-related issues. SPSS was used to examine the data. A total of 155 students took part in the research. Female pupils were more engaged than male classmates. Female students had a greater view of learning, professors, academic self-perception, and social self-perception than male students, while male students had a higher opinion of the atmosphere than female students. The overall impression of the educational environment among students was positive. This study was necessary to assess students' perceptions of the learning environment among medical graduates of the reformed curriculum and to make recommendations for curricular improvements. We expect to see more online teaching approaches integrated into traditional medical education after COVID-19. This might be related to the trend toward virtual consultations in medical practice.

Students Dreem From Pre-Clinical To Clinical Years-A Cross Sectional Analysis From Rehman Medical College, Peshawar.

Educational environment is a key indicator of student learning and reflects quality of education and curriculum. With the boom of medical colleges in the private sector, parents put great stress on education and educational environment. The purpose of this study was to investigate the difference in perceptions regarding educational environment between pre-clinical and clinical year MBBS students and to determine year wise strengths and weaknesses of the MBBS program. The study utilized the cross-sectional study design and employed, "Dundee Ready Educational Environment Measure (DREEM) questionnaire. The survey included 142 pre-clinical (1st and 2nd year MBBS) and 185 clinical students (3rd to Final year MBBS). The total DREEM score for the program was 119/200. Total score for pre-clinical years was 120/200 and that for clinical years was 118/200. There was no statistically significant difference between students' perceptions of pre-clinical and clinical years. When the sub scale analysis was done, perceptions of learning (POL) (p=0.007), perceptions of teachers (POT) (p=0.003) and social self-perception (SSP) (p=0.025) scales showed statistically significant difference between pre-clinical and clinical years. Academic self-perception (ASP) and perceptions of atmosphere (POA) showed no statistically significant difference. About the educational environment perception students regarded it as more positive than negative. Pre-clinical students were more satisfied than clinical students except for SSP scale. Students pointed out weaknesses in the curriculum especially for teaching and learning and in the atmosphere, more so for clinical students than pre-clinical students. Findings of this study guide that emphasis shall be put on teaching development and CME activities and regular feedback mechanisms for both students and faculty members.

Assessment of Medical Students’ Perception Regarding Educational Environment at Different Phases of Medical Education in a Tertiary Centre Medical College using Dundee Ready Educational Environment Measure (DREEM) Questionnaire

The educational environment in a medical school is a crucial component in a student's learning and is also important in the development of personality, behavior, and work ethics. The objective of the study was to assess the perception of the educational environment among medical students. An observational cross-sectional study conducted on second, fourth, sixth, eighth semesters and interns. Dundee Ready Education Environment Measure (DREEM) inventory was used as study tool which contains 50 items and is subdivided into five domain subscales: students’ perceptions of learning (SPoL); students’ perceptions of teachers (SPoT); students’ academic self-perception (SASP); students’ perceptions of the atmosphere (SPoA); and students' social self-perception (SSSP). Data were presented as Mean+/-SD and analyzed using descriptive statistics. A total of 449 undergraduates of age group 18 to 25 years participated, the majority were males (72.6%) and studied from private (82%) and English medium schools (75%) without any additional qualifications (99.6%). The mean total DREEM score±SD was 130.85±19.24 and there was a significant difference between males and females (p=0.029). The mean total subscale scores (SD) were: SPoL=33.37(5.89), SPoT=27.95(3.98), SASP=21.41(4.47), SPoA=30.15(5.78) and SSSP=17.97(3.20). The mean total DREEM score ± SD of the fourth semester (134.45±19.02) was highest and the eighth semester (125.71±21.55) was the lowest and there was a significant difference between scores of various semesters(p=0.016). On analyzing the total DREEM score, 61 students had scores in 'excellent', 363 in 'more positive than negative', and 25 in the 'plenty of problems’ category. The educational environment perceived by the medical undergraduates more positive than negative. The study findings would help modify the learning environment and curriculum.

Emoção e Percepção de Estudantes de Ensino Médio na Caminhada do Privilégio

ABSTRACT The social debate at school is essential for an integral, critical and emancipatory education. However, motivating students is essential to address social issues in a dialogic way, reducing resistance to debate. Based on Grada Kilomba’s reflection, from a psychological point of view on such resistances, this paper adopted the Privilege Walk (PW) as a strategy to approach the debate on social inequality at school. The following were investigated: self-perception of students’ social position, PW’s emotional dimensions, sincerity in PW and PW’s impacts on students’ perception about social inequality. Final position in PW correlated with social self-perception. The magnitude of the differences and the related factors empathically triggered important social perceptions and considerations.

Tunisian DREEM: Nursing Students’ Perception of the Learning Environment

Objectives: The evaluation of the learning environment has become critical to professional development and student success. This study aims to evaluate the viewpoints of nursing sciences students on the learning environment using the Dundee Ready Education Environment Measure (DREEM) at a Higher Institute of Nursing Sciences in Tunisia. Methods: A descriptive cross-sectional study was performed on 200 students at the Higher Institute of Nursing Sciences. The Dundee Ready Education Environment Measure was used as a worldwide tool. Descriptive statistics and one-way analysis of variance with a post hoc Tukey-Kramer multiple comparisons test were used for data analysis. Results: The total mean score on the 50-item DREEM inventory was 111.9 out of a maximum of 200. Students’ perceptions of learning, their teachers, their academic self, and of the atmosphere were more positive than negative. Student social self-perception was negatively evaluated. Students were not satisfied with the support system in the institute. The DREEM score was significantly higher for the students in the first year of study (P < 0.001). The four items with low mean scores (less than two) on the DREEM questionnaire were identified in the domain of learning. Conclusion: This is the first study in Tunisia assessing the nursing learning environment; it showed a positive assessment. Therefore, improvements are required, especially in the learning and social domains of the educational environment.

Nursing students’ perception toward their learning environment

Introduction: The quality of the learning environment is indicative of the effectiveness of an educational program on student learning, motivation, and learning outcomes. Students' perception of their learning environment may act as a basis for making necessary modifications for ensuring quality assurance. This study aimed to assess the perception of nursing students towards their learning environment. Method: An analytical cross-sectional study was conducted in May 2020 among nursing students from Patan Academy of Health Sciences, Lalitpur, Nepal. Dundee Ready Education Environment Measure (DREEM) inventory was used for an online survey via Google form. Descriptive analysis was used to calculate students' learning perception; a one-way ANOVA was used to analyze the difference across four programs. The difference between first and final-year students' perceptions was tested using a t-test. Result: Out of 289 participants, 200(69.2%) perceived their learning environment as more positive than negative. The mean score was 142.64 on the DREEM global score of 200. There was a significant difference in the perceptions in all the subscales across four nursing programs (p&lt;0.05) except in the learning subscale (p=0.24). There was a significant difference in perception between first and final-year students across five subscales (p&lt;0.05) except for social self-perception (p=0.85). Conclusion: The study revealed that more than half of the nursing students perceived their learning environment as more positive than negative. There was a statistically significant difference in perception across all the nursing programs and between first and final-year students.

Individual and Social Self-Perception Determinants Among School Going Adolescents

Individual and Social Self-Perception Determinants Among School Going Adolescents

Perception of Medical Students towards Teaching and Training at Public and Private Medical Colleges of Peshawar Using Dundee Ready Education Environment Measure

The importance of teaching and training quality has been acknowledged as critical for successful learning and practical skill development. The perceptions of medical students toward teaching and training offer a good basis for altering and refining the quality of medical teaching. The purpose of this study was to analyses students' perceptions of teaching also training at public and private medical colleges of Peshawar, Pakistan. Materials and Methods: The Dundee Ready Educational Environment Measure (DREEM) questionnaire was given to 240 pupils from various public and private medical schools. The questionnaire has 27 items that were rated on an 0-4 Likert scale (total scores between 0-108). The questionnaire had five subscales that assessed students' perceptions of learning, teaching, environment, academic self-perception, and social self-perception. Data was collected and mean and standard deviation for each subscale was calculated using SPSS. Results: The total mean score of DREEM both public and private was 64/108 (59%). The total mean score for public and private was 65/108 (60%) and 62/108 (57%) respectively. The total score of SPL domain for public and private was 16.81/28 (61%) and 16.09/28 (57%). The total score of SPT was 19.52/32 (61%) for pubic and 19.67/32 (61%), while that of SASP was 5.02/8 (62%) and 4.33/8 (54%). The total score of SPA domain was 19.31/32 (60%) and 17.91/32 (55%) while that of SSSP was 4.9/8 (61%) and 4.49/8 (56%) for public and private medical colleges respectively. For SPA, SSSP, SASP, SPL and SPT domain the score of public medical colleges was ≥60% and for private only SPT was 61% and the remaining were &lt;60%. Conclusions: Total DREEM score was 64.02 which are more positive than negative. However, the individual scores of domains for both public and private medical colleges were showing a positive perception of students except the SASP domain for private medical colleges, which is showing many negative aspects and needs further exploration.

Subjective Aging in Context: Neighborhood Social Environment and Self-perceptions of Aging among Older Adults

Self-perception of aging (SPA), one’s attitude toward one’s own aging, has been associated with health and well-being in later life. Whereas existing literature identifies individual-level predictors of SPA (e.g., education and health), little is known about the role of neighborhood context. The present study examines whether 1) neighborhood social environment is related to SPA and 2) age moderates this relationship. Our analytic sample includes 11,394 adults aged 50+ from the 2014 and 2016 waves of the Health and Retirement Study (Mean Age=68, SD=10.14, range 50-98). Indicators of neighborhood social environment include (a) perceived neighborhood social cohesion (the trust and social ties among community residents), (b) neighborhood friends, and (c) relatives living in the neighborhood. Regression analyses were performed to investigate the associations of each neighborhood-level indicator with the positive and negative dimensions of SPA. The models controlled for demographic, socio-economic, and health covariates. Greater neighborhood social cohesion (B=0.13, SE=0.01, p<.001) and having neighborhood friends (B=0.14, SE=0.02, p<0.001) were associated with higher levels of the positive SPA. As for the negative dimension of SPA, neighborhood social cohesion was the only significant predictor (B=-0.13, SE=0.01, p<0.001). Furthermore, we found significant interaction effects between neighborhood social cohesion and age: higher neighborhood cohesion was associated with more positive (B=-.003, SE=.00, p<.001) and less negative SPA ratings (B=-.003, SE=.00, p<.001) at younger ages than older ages. Our findings provide insights into how neighborhood social context shapes subjective aging, suggesting that a socially cohesive neighborhood may promote more favorable perceptions of aging, particularly for younger residents.

Learning Environment at CMH Lahore Medical College - Perspective of medical students

Aim: To evaluate learning environment at CMH Medical College (CMH-LMC) as perceived by medical students. Methods: An observational study was conducted at CMHLMC, Lahore from July,2020 till December, 2020, using DREEM survey tool. Feedback to five category questions on Likert scale were used to count DREEM scores. Results: Mean DREEM count in our study came out to be 123.78±8.69. In respect of subcategories, Students’ Perceptions of Learning (POL), the maximum value was 29.48; Students’ Perceptions of Teachers (POT) showed a total score of 26.59; Students’ Academic Self-Perception (ASP) reached the highest number of 18.15; Students’ Perceptions Of Atmosphere (POA) attained total count of 32.38 and Students’ Social Self-Perceptions (SSP) made up a highest score of 17.19. Conclusion: Learning environment at CMHLMC, was perceived positive by medical students. Keywords: Dundee Ready Education Environment Measure (DREEM), Learning environment (LE), Perception

Exploring the perceptions of the educational environment in online acupuncture learning during the COVID-19 pandemic.

Students have had to adapt to a "new normal" of online education at home during the COVID-19 pandemic. This poses a considerable challenge to the conduct of online acupuncture courses. Here, we provide our experience and guidance for conducting an online experimental acupuncture course during the COVID-19 pandemic. We aimed to compare the different perceptions of undergraduates to the educational environment between online and face-to-face learning approaches. This study included senior undergraduates majoring in acupuncture during the academic years 2015 (face-to-face) and 2020 (online only) for the Experimental Acupuncture course. A survey was conducted at the end of this course. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess students' perceptions. The results of students' responses to online learning were compared with those assessed for face-to-face learning. In total, 56/70 (80%) students in 2015 and 49/54 (91%) students in 2020 completed the questionnaire, respectively. Total DREEM scores were higher in the online learning group than in the face-to-face learning group (160.3 ± 21.9 vs 147.6 ± 17.9, p = 0.007), with improved students' perceptions on four out of five dimensions (social self-perception, learning, atmosphere and academic self-perception). The positive aspects of their online learning experience included the acquisition of new knowledge and skills. The significant limitations of this course included the lack of practical classes. Students' perceptions regarding the Experimental Acupuncture program were satisfactory for both online and face-to-face learning approaches, but even better with online learning. Online learning may be encouraged in traditional Chinese medicine (TCM) education. However, a combination of face-to-face and online methods is likely to be required to maximize the benefits. We hope that our online Experimental Acupuncture program practices may assist in the development of online curricula for acupuncture during the COVID-19 pandemic.

Pre-medical students\u2019 perceptions of educational environment and their subjective happiness: a comparative study before and after the COVID-19 pandemic

BackgroundThe COVID-19 pandemic necessarily changed pre-medical students’ educational environment into an online format—and students’ subjective happiness (SH) is highly impacted by their educational environment. This study investigates changes in pre-medical students’ perceptions of their educational environment and their SH before and after the pandemic, as well as explores the predictors related to their SH.MethodsThe Korean version of the Dundee Ready Educational Environment Measure (DREEM) questionnaire and single-item measures of SH and professional identity (PI) were used. The t-test was employed to analyze the differences of the SH, PI, and DREEM subscales scores before and after the onset of COVID-19. Cohen’s d was used as effect size and correlations between SH and different subscales of DREEM were analyzed using Pearson’s correlation. The multiple regression analysis was performed to reveal associations between predictors and SH.ResultsA total of 399 pre-medical students completed the survey both before and after the COVID-19 pandemic. The DREEM scores and all subscales scores significantly increased but each presents a different effect size. Students’ Perceptions of Learning (SPL: Cohen’s d = 0.97), Students’ Perceptions of Teaching (SPT: Cohen’s d = 1.13), and Students’ Perceptions of Atmosphere (SPA: Cohen’s d = 0.89) have large effect sizes. Students’ Academic Self-Perceptions (SASP: Cohen’s d = 0.66) have a medium effect size and Students’ Social Self-Perceptions (SSSP: Cohen’s d = 0.40) have a small effect size. In contrast, no significant change was noted in the SH and PI. Both PI and SSSP impacted SH before COVID-19, but after the pandemic, SH was impacted by SPL, SPA, and SSSP.ConclusionsStudents’ overall perception of their educational environment was more positive after the onset of COVID-19, but their social self-perceptions improved the least. Additionally, SSSP is the only predictor of SH both before and after the pandemic. The findings of this study suggest that educational institutions must pay attention to students’ social relationships when trying to improve their educational environment. Furthermore, so as to increase students’ SH, development of both educational environment and PI is essential.

Comparison of educational environments in different sized rural hospitals during a longitudinal integrated clerkship in Thailand.

The longitudinal integrated clerkship (LIC) curriculum model focuses on patient-centered care and continuity of clinical and cultural learning between medical students, patients, clinicians, and a system of care. In rural settings, participating medical students are expected to have an interest in rural medicine and an involvement in the community. Many schools in the USA, Canada, and Australia have implemented LICs in undergraduate programs in different ways. However, a few published reports in Asia are available. This is the first report of a modified rural LIC in Thailand. The objective was to assess the educational environment of a rural LIC using the Dundee Ready Education Environment Measure (DREEM) questionnaire and to compare students' response on the basis of year of study and different sizes of hospitals. A cross-sectional study was conducted. The study population comprised 75 clinical-year students in 2020. The modified LIC was implemented as part of integrated multidisciplinary rural clerkships for fourth-year students, and for fifth-year students undertaking clinical placements. Clinical clerkships in rural settings took place over 12 weeks for fourth-year students and over 14 weeks for fifth-year students. Practical exposure included the clinical areas of internal medicine, psychiatry, surgery, pediatrics, obstetrics and gynecology, emergency medicine, and family medicine, in outpatient and inpatient settings. The DREEM questionnaire was used to evaluate students' perceptions of learning climate. Data analysis was performed to determine the different size of hospitals and other factors associated with a favorable educational environment. The response rate to the questionnaire was 96%. The overall DREEM score average was 137.7/200. Students' perceptions of learning and of teaching had mean scores of 30.1/48 and 35.7/44, respectively. Students' academic self-perceptions scored 18.7/32. Students' perceptions of atmosphere scored 30.4 of 48, and social self-perceptions scored 18.3/28. The academic subscale had the lowest percentage of scores regarded as confidence in knowledge gain. The factors associated with positive educational environment were staff as principal preceptors and large hospitals. LIC implementation in a community health system is a model for expanding clinical clerkships. Good infrastructure of the host hospital and enthusiastic preceptors are the key success factors. Staff supervision is essential to encourage student learning, especially in academic environments. Large hospitals have better infrastructure to support learning processes than small hospitals.

Evaluation of learning environment among Nursing undergraduates in state universities, Sri Lanka

BackgroundThe learning environment is a vital part of the undergraduate curriculum which enable to delivery of quality education in the stipulated time. Therefore, this study aimed to evaluate the learning environment among BSc. Nursing undergraduates in Sri Lankan state universities.MethodsA descriptive cross-sectional study was conducted among 161 final year BSc. Nursing undergraduates in six state universities. Socio-demographic characteristics were collected using a self-administered questionnaire. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to evaluate the learning environment in Perception of learning (SPL), Perceptions of teaching (SPT), Academic self-perceptions (SASP), Perceptions of the atmosphere (SPA), and Social self-perceptions (SSP). Based on the SPL, SPT, SASP, SPA, and SSP domains, the overall score of learning environment was ranged from 0 to 200 and then the overall score was classified into four categories such as poor (0–50), many problems (51–100), more positive than negative (101–150) and excellent (151–200). One-way Analysis of Variance (ANOVA) and t-test were used to determine the difference in the subscales and the overall scale.ResultsThe mean age of the students was 24.9 ± 0.9 years. The overall score of the learning environment was 127.1 ± 14.3. Student’s Perception of learning showed the highest mean score of 31.1 ± 3.9 while the social self-perception showed the lowest score (mean 16.4 ± 3.1). A significant group effect was observed in SPL and SPT subdomains among state universities while no significant group effect was observed in other subdomains. Furthermore, participating in extracurricular activities, travelling time to the faculty, and gender were observed as associated factors for the learning environment among BSc. Nursing undergraduates in state universities.ConclusionsAlthough the overall learning environment of BSc. Nursing undergraduates in state universities in Sri Lanka was within more positive than negative category, none of the university reaches to the excellent category. Therefore, each university should have improved their subdomains of learning environment to reach excellent category through addressing the gaps of curricular and extracurricular activities in the future.

Cross-sectional telephone surveys as a tool to study epidemiological factors and monitor seasonal influenza activity in Malta

BackgroundSeasonal influenza has major implications for healthcare services as outbreaks often lead to high activity levels in health systems. Being able to predict when such outbreaks occur is vital. Mathematical models have extensively been used to predict epidemics of infectious diseases such as seasonal influenza and to assess effectiveness of control strategies. Availability of comprehensive and reliable datasets used to parametrize these models is limited. In this paper we combine a unique epidemiological dataset collected in Malta through General Practitioners (GPs) with a novel method using cross-sectional surveys to study seasonal influenza dynamics in Malta in 2014–2016, to include social dynamics and self-perception related to seasonal influenza.MethodsTwo cross-sectional public surveys (n = 406 per survey) were performed by telephone across the Maltese population in 2014–15 and 2015–16 influenza seasons. Survey results were compared with incidence data (diagnosed seasonal influenza cases) collected by GPs in the same period and with Google Trends data for Malta. Information was collected on whether participants recalled their health status in past months, occurrences of influenza symptoms, hospitalisation rates due to seasonal influenza, seeking GP advice, and other medical information.ResultsWe demonstrate that cross-sectional surveys are a reliable alternative data source to medical records. The two surveys gave comparable results, indicating that the level of recollection among the public is high. Based on two seasons of data, the reporting rate in Malta varies between 14 and 22%. The comparison with Google Trends suggests that the online searches peak at about the same time as the maximum extent of the epidemic, but the public interest declines and returns to background level. We also found that the public intensively searched the Internet for influenza-related terms even when number of cases was low.ConclusionsOur research shows that a telephone survey is a viable way to gain deeper insight into a population’s self-perception of influenza and its symptoms and to provide another benchmark for medical statistics provided by GPs and Google Trends. The information collected can be used to improve epidemiological modelling of seasonal influenza and other infectious diseases, thus effectively contributing to public health.

English

BACKGROUND A warm, optimally supportive, challenging, and competitive environment is widely regarded as an essential pre-requisite for best possible learning. Students’ satisfaction on educational environment influences their learning approach and outcome. The Dundee ready educational environment measure (DREEM) is a globally accepted valid tool to assess educational environment during undergraduate medical education, in which students are scored for 50 items with a total global score of 200. This study was undertaken, as there had been paucity of relevant data from north-east India, with the aim of assessing students’ perception of their educational environment in paraclinical training during second professional MBBS course. METHODS This was a cross-sectional survey-based study conducted during the months of September and October, 2017 involving 168 second professional MBBS-students of third and fifth semesters of Government Medical College of north-east India. DREEM questionnaire was used to assess the educational environment, as perceived by the students, during paraclinical training. RESULTS This study showed that the mean global score involving all the domains was 119.58 ± 46.95, suggesting a ‘more positive than negative’ educational environment prevailing in the institute during paraclinical training. The individual domain scores for their - perception of learning was 29.90 ± 5.32, perception of teachers was 27.68 ± 4.13, academic self-perception was 18.96 ± 3.78, perception of atmosphere was 26.93 ± 6.40 and social self-perception was 16.11 ± 3.34, suggesting that the training was moving in right direction across all the domains of educational environment, though was not optimally perfect. CONCLUSIONS The present study revealed a suboptimal perception of undergraduate medical students in all the domains of educational environment in paraclinical phase. The overall educational environment during paraclinical teaching moving in a satisfactory direction though was not excellent. Social perspectives of the educational environment need to be further improved. KEYWORDS Educational Environment, DREEM Inventory, Paraclinical Training, Students’ Perception, Global Score

Perception of the Online Learning Environment of Nursing Students in Slovenia: Validation of the DREEM Questionnaire.

At the time of the outbreak of the coronavirus pandemic, several measures were in place to limit the spread of the virus, such as lockdown and restriction of social contacts. Many colleges thus had to shift their education from personal to online form overnight. The educational environment itself has a significant influence on students’ learning outcomes, knowledge, and satisfaction. This study aims to validate the tool for assessing the educational environment in the Slovenian nursing student population. To assess the educational environment, we used the DREEM tool distributed among nursing students using an online platform. First, we translated the survey questionnaire from English into Slovenian using the reverse translation technique. We also validated the DREEM survey questionnaire. We performed psychometric testing and content validation. I-CVI and S-CVI are at an acceptable level. A high degree of internal consistency was present, as Cronbach’s alpha was 0.951. The questionnaire was completed by 174 participants, of whom 30 were men and 143 were women. One person did not define gender. The mean age of students was 21.1 years (SD = 3.96). The mean DREEM score was 122.2. The mean grade of student perception of learning was 58.54%, student perception of teachers was 65.68%, student academic self-perception was 61.88%, student perception of the atmosphere was 60.63%, and social self-perception of students was 58.93%. Although coronavirus has affected the educational process, students still perceive the educational environment as positive. Nevertheless, there is still room for improvement in all assessed areas.