Students' Perceptions of Educational Environment: A Comparison of Academic Achievers and Under-Achievers at Kasturba Medical College, India

Mayya, Shreemathi S; Roff, Sue

doi:10.1080/13576280400002445

Cited by 205 publications

(248 citation statements)

References 8 publications

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“…Overall reliability values generated in this study (0.91) were much higher than thresholds generally considered acceptable for scales (0.70) and also similar to published studies, 13,25,26,29,34,35 which indicates that the DREEM instrument can reliably be used in a context of chiropractic education. Two items (42 and 45) of the original scale were slightly modified from the original version of the DREEM to better translate and correspond with chiropractic education, which seemed to have no effect on its validity and reliability.…”

Section: General Considerationssupporting

confidence: 57%

“…15,16,29,38,40,44 However, with individual items, there were statistical differences between female and male students for three items. Women perceived the items "the enjoyment outweighs the stress of studying chiropractic" and "my accommodation is pleasant" with higher negativity than males.…”

Section: Specific Implicationsmentioning

confidence: 99%

“…24,25 It has shown consistently high reliability in a diversity of surroundings. 15,16,24,[26][27][28][29][30][31] Thus, the instrument is useful, versatile, and "culture free" and has been used in a range of settings. It has proven to be a useful diagnostic tool to measure the quality of the educational environment as perceived by students.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: General Considerationssupporting

confidence: 57%

Section: Specific Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Palmgren¹,

Chandratilake

2011

Journal of Chiropractic Education

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“…This might be attributed to that both sexes are equal in the learning process. This is in agreement to that reported by Till from Canada [22] but is contrary to that reported in a study carried out in Argentina in which a statistically significant difference between the sexes was found, with women in general more critical about the quality of teaching and the general climate of the school, especially in the areas of student participation in class and the authoritarian attitudes of teachers [13]. Also, a study in a large UK medical schools reported statistically significant results between both sexes [19].…”

Section: Discussioncontrasting

confidence: 57%

“…DREEM has universal face validity in administrations of the DREEM questionnaire throughout the world including via translations into Chinese, Arabic, Portuguese and Spanish among other languages [13]. The instrument has also shown a consistently high reliability in a variety of settings.…”

Section: Methodsmentioning

confidence: 99%

Evaluation of the Learning Environment at the Faculty of Medicine, Suez Canal University: Students? Perceptions

Khadragy¹

2016

Intel Prop Rights

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The gross anatomy course:SARS‐CoV‐2 pandemic‐related effects on students' learning, interest in peer‐teaching, and students' perception of its importance

Messerer

Behr

Kraft

et al. 2023

Anatomical Sciences Ed

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The COVID‐19 pandemic required adjustments and limitations in university teaching, thereby challenging teaching concepts in anatomy requiring in‐person contact, including the gross anatomy course. Therefore, the present study investigates the impact of COVID‐19‐associated adjustments on students' perception of the gross anatomy course's importance and quality, students' preferred learning setting and outcome, and their motivation to involve themselves in academic activities, including becoming a future peer‐teacher of the course. Using paper‐based questionnaires in Ulm, Germany, 397 (response rate: 82.3%) students of the winter term of 2020/2021 were surveyed using quantitative and qualitative items, which were compared with cohorts prior to the pandemic. Students reported a higher global rating on course quality during COVID‐19 (pre‐COVID‐19: 5.3 ± 0.9, during‐COVID‐19: 5.6 ± 0.7, p < 0.001; 1 = very bad, 6 = very good). Students' perceived importance of the gross anatomy course showed a small but significant increase (pre‐COVID‐19: 4.2 ± 0.6, during‐COVID‐19: 4.3 ± 0.6, p < 0.001; 1 = strongly disagree, 6 = strongly agree). Students' motivation to apply as a peer‐teacher remained stable, nevertheless, they reported less interest in transferring their knowledge to junior students. Finally, students reported that they spent significantly more learning time alone and their examination grades remained unchanged during the pandemic. Astonishingly, despite radical changes of the teaching environment due to COVID‐19, students appreciate the offered teaching and highly valued the gross anatomy course.

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Students' Perceptions of Educational Environment: A Comparison of Academic Achievers and Under-Achievers at Kasturba Medical College, India

Cited by 205 publications

References 8 publications

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

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

Evaluation of the Learning Environment at the Faculty of Medicine, Suez Canal University: Students? Perceptions

The gross anatomy course:SARS‐CoV‐2 pandemic‐related effects on students' learning, interest in peer‐teaching, and students' perception of its importance

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