Medical students’ perception of the educational environment in a medical college in India: a cross-sectional study using the Dundee Ready Education Environment questionnaire

Abstract

Purpose:The objective of this study was to assess student perceptions of the environment in this medical college using the Dundee Ready Educational Environment Measure (DREEM).Methods:Cross-sectional study; 348 medical student volunteers (68.1%) of all semesters participated (511 enrolled). DREEM has 50 items, each rated from 0–4 (Likert scale: 0, strongly disagree to 4, strongly agree), that measure five domains: students’ perceptions of learning; perceptions of teachers; academic self-perception; perceptions of the atmosphere; and social self-perception. Mean item scores, domain scores, and global scores were computed.Results:The three highest rated items were knowledgeable teachers, having good friends, and confidence about passing; the three most problematic items were a poor support system for stressed students, inability to memorize everything, and over-emphasis on factual learning. The percentage score for perception of learning (47.26± 14.85) was significantly lower than that for teachers (52.28± 9.91; P< 0.001); academic self-perception (52.14 ± 15.21; P < 0.001); perception of the atmosphere (51.21 ± 13.60; P = 0.001); and social self-perception (50.63± 13.90; P= 0.010). The global scores were lowest for eighth-semester students (89.8± 21.24) when compared to second (101.33± 21.05; P= 0.003), fourth (107.69± 18.96; P< 0.001), and sixth (100.07± 20.61; P= 0.020).Conclusion:Improvement is required across all domains of the educational environment at this institution. Students, particularly of the eighth semester, perceived the teaching negatively. The lowest scores were given to the support system, burdensome course content, and factual learning; thus, a hybrid curriculum that includes problem-based learning might provide students with stimulating learning; structured clinical teaching with specific curricular objectives, as well as mentoring of senior students by faculty and near-peers, might improve the learning environment for senior students.

Perception Study of Traditional Korean Medical Students on the Medical Education Using the Dundee Ready Educational Environment Measure

“…These findings are different from the previous results of Kohli and Dhaliwal [35], which indicated that the DREEM score decreases as the school year increases. Our findings also differ from those of Demirören [36], who reported that the DREEM score is maximized in the third-year student group at the end of the preclinical stage and prior to entering practical sessions.…”

Assessing the Learning Environment at Habib medical School, Islamic University in Uganda

“…Many institutions globally report similar concerns. Some researchers (Kohli & Dhaliwal, 2013;Hasan & Gupta, 2013;Khursheed & Baig, 2014) have reported not having a good support system for students who get stressed. [11][12][13] Al-Kabbaa et al (2012) has reported that students are too tired to enjoy the course.…”

Perception of Learning Environment Among Medical Students in a Government Medical College- Kerala

“…The literature suggests that such a change might provide students with stimulating opportunities for learning, thereby building confidence as well. 3,9,10 For the year 5 students, Bed-side teaching is an effective instrument to teach clinical skills, communication, ethics, empathy, and professionalism; however, in overburdened government hospitals such as ours, teachers are overwhelmed with patient care responsibilities. Added to that, overcrowded, noisy wards and outpatient departments also serve as obstructions to clinical teaching.…”

“…There are only limited studies undergone in medical colleges in Kerala and India. 3,9,12,13 in this regard. No studies regarding the medical students' perspective have been published from central Kerala so far.…”

“…Excessively harsh criticism, on the other hand is considered to be discouraging to students' self-confidence. 3,12 it has been shown that fostering active student participation, taking responsibility, effective supervision and giving positive feedback is vital for making the role of a teacher perfect. 16,15 Students' Academic Self Perception-While year 3 students achieved the highest score for academic selfperception, Year 1 students attained the lowest score.…”