Measuring the medical school educational environment: Validating an approach from Saudi Arabia

Abstract

Objective: This study is an empirical analysis of the female students’ attitudes toward the medical educational environment and climate in the College of Medicine at King Khalid University. Setting: The Dundee Ready Educational Environment Measure (DREEM) questionnaire was administered on the same day to 100 female students studying in the third (pre-clinical), fifth and sixth (final) year at the College of Medicine, King Khalid University. Although the sample size was limited in size, it was deemed acceptable for research purposes. Method: The study is conducted using the DREEM questionnaire. This study is different from other studies regarding testing hypothesis and advanced statistical analysis. A set of hypotheses were placed and examined using statistical techniques. Results: In general, we find that the total mean score was 112.95 out of a 200 maximum, the ideal educational environment as measured by this scale. All the hypotheses set were rejected and there was no difference in the results according to year of study such as the difference found in some previous studies. It was found that there are no statistically significant differences in the mean scores according to the year of study. Conclusion: This study follows a long literature of studies in different universities around the world using the DREEM scale. The limitations of previous studies were considered carefully and were used to provide a framework for this work. These results spotlight the need to improve the medical educational environment in Saudi universities in general. This study has highlighted some areas where further research and analysis is recommended.

The DREEM, part 2: psychometric properties in an osteopathic student population

“…This is in agreement with a range of authors who have reported Cronbach’s alpha scores of 0.75 [28], 0.87 [5], 0.89 [29], 0.90 [6,30], 0.912 [31], and 0.93 [7,18,32,33]. This variability in alpha scores demonstrates the sample-dependent nature of the statistic and supports the need for authors to continue to investigate the psychometrics of the DREEM.…”

Understanding the Mentoring Environment Through Thematic Analysis of the Learning Environment in Medical Education: a Systematic Review

“…A reciprocal relationship is between the host organisation and the LE structure that is also evident in the 12 papers discussing the role of the host organisation. 51,53,62,68,77,79,80,85,86,90,91,102,104 The host organisation is responsible for supporting and overseeing activities stipulated within the curriculum. The host organisation has direct and indirect influence upon the LE structure.…”

“…The host organisation has direct and indirect influence upon the LE structure. 51,53,62,68,77,79,80,85,86,90,91,102,104 Direct influence of the host organisation upon the LE structure is primarily through the matching process and mentee and mentor training. 49,56,86,88,99,102,107 The host organisation also directly defines and oversees compliance of the roles, responsibilities and code of conduct of tutors and learners.…”

“…53,85,90,91,102,104 Administrative support influences the planning and scheduling of rotations, guides supervisory support of learners and tutors 49,85,88 and regulates the learning relationship. 51,68,79,80,85,104 The host organisation is itself influenced by departmental policies and broader curricular considerations. 68,77,86 Regnant education and healthcare systems which set system-wide standards of practice and codes of conduct employed in the curriculum also influence the host organisation and the roles it plays.…”

“…Nine papers discussed the reciprocal relationship between tutors and the LE structure. 36,51,58,61,65,66,69,84,85,99 The tutor's abilities and skills in maintaining 85 and monitoring 66,84,85,99 a structured learner-centred approach and in providing appropriate and timely feedback 58,61,65 and support 36,85 influence the LE structure. The tutor's abilities and skills also impact oversight of the learning relationship.…”