Measurement of the educational environment in MBBS teaching program, according to DREEM in College of Medicine, University of Bahri, Khartoum, Sudan

Salih, Karimeldin Ma; Idris, Muawia E A; Elfaki, Omer Abdelgadir; Osman, Nasir Mn; Nour, Saada; Elsidig, Hind A; Toam, Rahamatalla M; Elfakey, Walyeldin Em

doi:10.2147/amep.s160218

Cited by 12 publications

(13 citation statements)

References 19 publications

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“…Moreover, the college follows a specific and rigorous recruitment procedure that ensures selection of staff with the highest academic grades and strong academic teaching experience. This finding is in line with other universities in Sudan and outside of it [13,24].…”

Section: Discussionsupporting

confidence: 91%

“…In this study, students perceived their social life as more positive (19.2/28) than in many institutes in Sudan (17/28), Pakistan (15.4/28) and Malaysia (16.7/28) [13,17,33]. These findings regarding social life in this study are not surprising and may be partially attributed to the out-of-class activities, journeys and open cultural days regularly organized by the students' deanship.…”

Section: Discussionmentioning

confidence: 59%

“…However, they are still optimistic about their future as they are about to leave student life behind and become a doctor. Findings in the literature are conflicting [13,39,42]. This is the first study that documents the educational environment in Al-Nahda College and it has many limitations.…”

Section: More Than Three Decades Ago Carol Gilligan and Susan Pollak mentioning

confidence: 89%

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Medical Students' Perception of the Educational Environment at Al-Nahda College by using DREEM inventory

Hamdan

Ibrahim

Mohamed

et al. 2020

Preprint

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Background: Educational environment encompasses everything that is found and occurs inside medical school. It affects students’ ability to achieve their academic goals, feelings of academic satisfaction, and well-being. Assessment of the educational environment is of paramount importance for stakeholders, administrators and educators in the academic field. The aim of this study was to measure student perceptions of the educational environment in a medical college in Sudan.Methods: This was an institutional-based cross-sectional study conducted in Al-Nahda College, Khartoum, Sudan, between January and February 2018 with a sample of 634 medical students (56.9% male; pre-clinical (83.9%) and clinical (16.1%) students). The Dundee Ready Education Environment Measure (DREEM) questionnaire was used as a survey tool. Overall DREEM score was compared with students’ academic levels by using one-way ANOVA after Tukey’s test. Students’ gender, academic levels and nationality were used as independent variables determining the overall DREEM score by using multivariate analysis. Student’s t-test was used to compare the overall scores among all students based on gender and academic levels (clinical and pre-clinical).Results: The overall mean (SD) DREEM score in this study was 130 (34.2), which indicates a more positive educational environment than negative. Student perception of teachers, academic self-perception, perception of atmosphere and social self-perception was positive. However, perception of learning was negative. Female students had a significantly higher mean (SD) overall DREEM score than males [136 (31.5) vs. 129 (35.5); P=0.008]. There was no significant difference in overall DREEM score between pre-clinical and clinical students [132 (33.3) vs. 132 (38.3); P= 0.946]. Females scored higher than males in the subclasses regarding students’ perception of teachers, academic self-perception and social self-perception [28.8 (7.8) vs. 27.1 (8.5); P= 0.024]; [22.2 (5.6) vs. 21.0 (7.2); P= 0.017]; [19.8 (4.9) vs. 18.8 (5.4); P= 0.019], respectively. Univariate analysis showed that student gender significantly determines the overall DREEM score [Beta± SE; P-value].Conclusions: The educational environment is generally perceived as positive in Al-Nahda College. Perception of learning was the only sub-scale regarded as negative. Females perceived the educational environment more positively than males.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 59%

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Medical Students' Perception of the Educational Environment at Al-Nahda College by using DREEM inventory

Hamdan

Ibrahim

Mohamed

et al. 2020

Preprint

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“…The overall DREEM score was 104/200 indicating that perception was more positive than negative with a room for improvement. Higher overall DREEM scores were reported in earlier studies conducted in Sudan with mean scores of 122/200,132/200 respectively (Ahmed et al, 2018;Salih et al, 2018). Regarding global scores, however, additional relatively higher scores were reported in UK and Spain with an overall DREEM score of 125/200,129/200 respectively (Dunne, McAleer and Roff, 2006;Palomo-lópez et al, 2018).…”

Section: Discussionmentioning

confidence: 61%

Educational environment and its relation to academic performance as perceived by medical students in University of Khartoum. A cross Sectional Study, Sudan, 2020

Mohammed¹,

Yassen²,

Mohamed³

et al. 2021

MedEdPublish

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using a validated structured closed-ended self -administered questionnaire; the Dundee Ready Educational environment measurement (DREEM). They included all students registered in the faculty for the academic year 2020-2021 except the first semester students. They used proportionate stratified sampling to divide students into strata and sub-strata based on batch number and sex, respectively. Then, they selected students proportionately from each substrata using simple random sampling.Results: out of 405 randomly selected students, 341 (84.2%) filled the questionnaire. The mean total DREEM score was (104.48/200), indicating a positive perception of the learning environment. This, with only student's perception of atmosphere subscale showing negative results. Test results showed a significant difference between different student's age groups, academic phases and batches in regards to their perception of atmosphere (p-value 0.023, 0.001, 0.013 respectively). Regarding residence, a significant difference was found in total DREEM scores, with students residing in university dormitories having a more positive perception. Test results showed no significant difference in student's perception of educational environment in all DREEM subscales between achievers and underachievers.

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“…It is applicable for use in Africa and other continents. It has been widely used in continents like Middle East, India, Europe, Australia, Asia and America (Bavdekar, Save, Pillai, & Kasbe, 2019;Noreen, Khan, & Nehra, 2018;Salih et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

A Cross Sectional Study of Medical Students’ Perception of Their Educational Environment in Ghana

Ade-Oshifogun¹,

Cadet²,

Ade-Oshifogun³

2019

JED

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Background: The quality of medical education is affected by many factors, one of which is the educational environment of medical education. However, there is paucity of studies addressing the educational environment from African medical schools. The aim of this study was to determine the clinical year students’ perceptions of their educational environment at a medical school in Ghana. This was done with the goal of identifying factors that may impact positive changes in the school.Methods: A cross-sectional study was undertaken using the DREEM questionnaire. The questionnaire was administered to students in clinical years 1, 2, & 3 at the time of the study. 298 students participated in the study by convenience sampling. Data was analyzed using SPSS version 24. The total score and the five subscales of DREEM scores were used in the final analysis.Results: A total of 298 out of 300 students completed the questionnaire out of which Fifty six percent of respondents were male. There was no significant gender differences in the total DREEM scores [F(1, 274) = 1.019, p=0.314]. The overall educational environment was positive M=117.32 ± 15.45. Areas for improvement were students’ perception of the teachers (26.09 ± 3.59) and students’ perception of the atmosphere (25.71 ± 5.62). The students’ perception of learning (30.70 ± 5.20), and students’ academic self-perceptions (21.11 ± 3.74) were positive. Students’ social self-perceptions (13.71 ± 2.99) was neutral. There was no significant difference in perception by clinical year [F(2, 274) = 0.298, p = 0.742].Conclusion: The perception of students at this Ghanaian medical school can be described as positive and negative. The school should consider the two domains with negative perceptions as areas for improvement. Students reported problem-based learning as a preferred method of teaching versus the traditional method. Attention to the learning atmosphere and student-focused learning is likely to increase perception.

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Measurement of the educational environment in MBBS teaching program, according to DREEM in College of Medicine, University of Bahri, Khartoum, Sudan

Cited by 12 publications

References 19 publications

Medical Students' Perception of the Educational Environment at Al-Nahda College by using DREEM inventory

Medical Students' Perception of the Educational Environment at Al-Nahda College by using DREEM inventory

Educational environment and its relation to academic performance as perceived by medical students in University of Khartoum. A cross Sectional Study, Sudan, 2020

A Cross Sectional Study of Medical Students’ Perception of Their Educational Environment in Ghana

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