The Educational Environment of the Indian Undergraduate Medical Students: Is it Good Enough?

BACKGROUND

The educational environment (EE) is a crucial determinant of successful outcomes in an undergraduate (UG) medical education programme. The present study utilized the Dundee Ready Education Environment Measure (DREEM) which is a validated tool for this assessment in medical schools.

AIMS AND OBJECTIVES

a. To explore the perceptions of undergraduate medical students of their learning environment b. To identify both strengths and weaknesses in students' educational environment c. To suggest remedial measures to overcome the deficiencies

METHODOLOGY

The present cross-sectional, questionnaire-based study was conducted in the Academic year 2015. A printed form of the validated inventory DREEM, was distributed among undergraduate students of second, fourth, sixth and eighth semester, maintaining anonymity of the respondents. The mean item scores, domain scores and global scores were calculated and the results were analyzed using SPSS Version 15 and one-way ANOVA.

RESULTS

The composite overall perception of EE i.e. DREEM score for the Medical College was 118.4±16.9, indicating that the perception was positive. The fourth and sixth semester rating were lower at 115.90±3.76 and 106.10± 3.46, respectively while the second and eight semester students rated it higher at 123.13±5.03 and 127.05± 3.95, respectively. This difference was statistically significant. The highest rated items were knowledgeable teachers, having good friends, and a pleasant accommodation. The most problematic items were a poor support system for stressed students, inability to memorize everything, and over-emphasis on factual learning. Students also perceived the teachers to be authoritarian. They observed that the teaching was teacher-centric, burdensome and boring.

CONCLUSION

This study helped us to introspect and identify remediable areas in the EE of our medical college with special emphasis on a student-centered curriculum focusing on the national needs as well as student interest. Teachers need to change their approach to teaching-learning environment by introducing changes in their teaching methodology, assessment methods and interaction with students.