The Malaysia DREEM: perceptions of medical students about the learning environment in a medical school in Malaysia

Abstract

BackgroundStudents’ perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students’ perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex.MethodsThis cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences.ResultsThe majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students’ perceptions were positive. The students’ perception toward educational environment was positive for all five DREEM subscales.ConclusionThe study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement.

Preclinical medical students’ perception about their educational environment based on DREEM at a Private University, Malaysia

“…2, 6, 7, 11-13,15,20,22-,28 . .However, our score is lower than the overall reported mean score 11,23,24 . These renowned universities practiced a reformed curriculum and are more creative in providing a student centred approach in their educational environment that could be possible explanation for the high scores.…”

“…It has an impact on students learning experiences, their results and most vital elements deciding the achievement of an effective curriculum 6,9. The core business of a medical programme is to produce competent graduates who can serve the community effectively and efficiently in giving care or treatment. A complete involvement of the learner during the teaching learning process is the most essential factor for a high quality medical programme 4,[9][10][11] . A good approach to and systematic design of the educational environment can lead to good outcomes for the graduates and helps teachers, students and administrators to answer the question 'what is medical education here really like' 12, 13. Being the main stake holder and the important role of the students in teaching-learning process, their perceptions about educational environment is considered as indicators of the effectiveness of the curriculum and programme.…”

Exploring the relationship between perceived educational environment and academic achievement among critical care nursing students

“…[19] Many researchers emphasized on the impact of the educational environment on the students' learning approach, their academic outcome and motivation level with subsequent implication on the education quality. [20] There are numerous factors contributing to student nurses' satisfactory level of clinical outcomes, the commonest of these factors include: the clinical setting pedagogical atmosphere, instructors' leadership style, supervision style, and motivation level in addition to the relationship between the students, their colleagues and hospital staff. [21,22] Thus, it is essential for nursing educators and researchers to rely on a valid tool to assess the students' perception of their educational environments.…”

Evaluating the educational environment of an international animal model-based wet lab course for undergraduate students

“…The overall evaluation is based on the aggregate scores, as well as the 5 subscales, and many authors include and comment on each of the 50 statements individually [1], [13]. DREEM inventory has been used to evaluate various educational environments [1], [4], [13], [14], [15], [16], [17], [18], [19], [20], [21], [22], [23], [24], [25], [26], [27], [28], [29], mainly in undergraduate curricula, as well as postgraduate training [30].…”