A comparison between findings from the DREEM questionnaire and that from qualitative interviews

Denz-Penhey, Harriet; Murdoch, James

doi:10.3109/01421590902849552

Cited by 56 publications

(72 citation statements)

References 6 publications

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“…For all other domain, only one item in each domain showed significant gender difference (SPT-40; SAS -26; SPA -42; SSS -56). Year of study revealed significant differences in 4-items in domains SPT (9,18,29,49 ); one item in SAS (45); 5-items in SPA ( 12,30,35,42,43) and three items in SSS (3,4,46) [Table/ Fig-3].…”

Section: Overall Dreem and Domain Scorementioning

confidence: 99%

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Evaluating Student’s Perceptions of the Learning Environment in an Indian Dental School

Doshi

Reddy

Karunakar

et al. 2014

JCDR

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Section: Overall Dreem and Domain Scorementioning

confidence: 99%

“…Several methodologies have been utilized to explore the learning environment like qualitative approaches [5], quantitative [6,7] or both [8,9]. Nevertheless, for most of the health-care related courses [4,[10][11][12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Evaluating Student’s Perceptions of the Learning Environment in an Indian Dental School

Doshi

Reddy

Karunakar

et al. 2014

JCDR

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“…11 In the process, many of these studies have been able to achieve a number of goals, including the generation of a profile of an institution's/course's strengths and weaknesses, making a comparative analysis within their institution or benchmarking between themselves and another institution and test and apply it as a predictor of student performance. 10 Given the potential usefulness of the DREEM, not only to the institution that utilises it, but to other institutions that can use it as a reference point and the broader international community, it is regretful that the use of such a tool has not been more widespread across Australian health science courses.…”

Section: Introductionmentioning

confidence: 99%

“…Not only do several DREEM items appear in other inventories related to the evaluation of education, 14 but the findings from the DREEM have been found to be consistent with qualitative information attained via interviews. 11 Secondly, even though the DREEM has been used mainly for medical students, it was constructed by a panel of faculty from health profession generally and items were constructed based on their perceptions of learning climates conducive to education in the health professions, not just medicine. 9 Applying the DREEM to a range of Australian health science students would be invaluable on a range of levels.…”

Section: Introductionmentioning

confidence: 99%

The Australian DREEM: evaluating student perceptions of academic learning environments within eight health science courses

2011

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Objectives: The purpose of this cross sectional study is to investigate student perceptions of learning environments at a major Australian University. Various aspects of environment are compared between courses, year levels, educational backgrounds and gender. Methods: The Dundee Ready Education Environment Measure (DREEM) and a demographic questionnaire were completed by 548 undergraduate students enrolled in the emergency health, midwifery, radiography and medical imaging, occupational therapy, pharmacy, nutrition and dietetics, physiotherapy and social work courses at Monash University. Convenience sampling was used and scores were compared across grouping variables identified via demographic information. Results: Scores across the sample were fairly high (M = 137.3; SD = 18.3), indicating an overall positive perception of learning environments among students. Total scores were significantly higher for females (M = 138.8; SD = 17.2) than males (M = 132.3; SD = 20.7; t(545) = 3.51; p = 0.002) and this trend was consistent across all aspects of perceived learning environment (although not always significant). Students who enrolled in their course directly after completing high school yielded less positive ratings on some DREEM subscales than students who did not enrol immediately after completing high school. Conclusions: The positive perception held by Monash University health science students towards their education and learning environments is hopefully indicative of similar courses within Australia and internationally. While future studies may help confirm this, the current findings offer a chance to explore the underlying causes of this positivity in more depth as well as compare similarities and differences between the specific health science disciplines.

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“…22,23 The Dundee Ready Education Environment (DREEM) inventory is a robust instrument, quantitatively measuring students´perception of the educational environment in relation to different domains, and has proven to have high content and construct validity. 24,25 It has shown consistently high reliability in a diversity of surroundings.…”

Section: Introductionmentioning

confidence: 99%

Perception of Educational Environment Among Undergraduate Students in a Chiropractic Training Institution

Palmgren¹,

Chandratilake

2011

Journal of Chiropractic Education

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Per J. Palmgren, RC, MMedEd, Scandinavian College of Chiropractic, and Madawa Chandratilake, MBBS, MMedEd, University of Dundee Purpose: The impact of the educational environment in student learning is well documented. However, there is a scarcity in the literature exploring the educational environment in chiropractic training institutions. This study aimed to identify the perceived educational environment in a chiropractic training institution and the possible perceptual differences among different demographic groups. Methods: The perceived educational environment was surveyed using Dundee Ready Education Environment (DREEM), which is a validated, selfadministered, and Likert-type inventory. DREEM items focus on subdomains related to learning, teachers, selfconfidence, academic atmosphere, and social environment. The results were analyzed and interpreted in relation to standard norms of DREEM and demographic variables. Results: The survey was completed by 124 chiropractic undergraduate students (response rate 83%). Statistically, the inventory items showed high correlation and the subdomains showed a close relationship. Overall the DREEM score was very high: 156.1/200 (78%). The subdomain scores were also at very high levels. However, the scoring of four items by students was consistently poor: lack of a support system for stressed students, 1.8 (SD 1.1); authoritarian teachers, 1.8 (SD 1.2); inadequate school time-tabling, 2.0 (SD 1.1); and overemphasis on factual learning, 2.0 (SD 1.0). There were no statistically significant differences in DREEM scores between gender, age, minority, and ethnicity groups. Conclusions: In general, students perceived that a sound educational environment is fostered by the institution and its educational program for all students despite their demographic variations. However, certain specific elements of the educational process may need to be addressed to improve the educational experience. (J Chiropr Educ 2011:25(2):151-163)

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A comparison between findings from the DREEM questionnaire and that from qualitative interviews

Cited by 56 publications

References 6 publications

Evaluating Student’s Perceptions of the Learning Environment in an Indian Dental School

Evaluating Student’s Perceptions of the Learning Environment in an Indian Dental School

The Australian DREEM: evaluating student perceptions of academic learning environments within eight health science courses

Perception of Educational Environment Among Undergraduate Students in a Chiropractic Training Institution

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