Department of Medical Education, College of Medicine, The Catholic University of Korea, Banpo-daero 222, Seocho-gu, Seoul, 06591, Republic of Korea.
Department of Medical Education, Hanyang University College of Medicine, 222 Wangsimni-ro, Seongdong-gu, Seoul, 04763, Republic of Korea.
BMC Med Educ. 2019 Nov 8;19(1):409. doi: 10.1186/s12909-019-1851-0.
Happiness, a subjective judgment about one's quality of life, is influenced by environmental factors and should be considered as an important goal of medical education, which should support each learner's development as a person as well as a professional. However, although several studies have reported on the correlation between Dundee Ready Educational Environment Measure (DREEM) scores and students' academic achievement, few have investigated the relationship between DREEM scores and students' subjective happiness. This study examined different perceptions of the educational environment between phases of the curriculum and determined which DREEM subscales affect the overall level of happiness.
We used the Korean version of the DREEM questionnaire and a single item measure of happiness on a scale of 0 to 10. First we analyzed student perceptions of the educational environment according to their demographic characteristics using independent sample t-tests and one-way analysis of variance. A multiple regression analysis was performed to reveal which subscales affect the overall level of happiness while controlling for grade point average (GPA) and other demographic characteristics.
The subjects were 239 medical school students across all stages of the curriculum. The students' overall perception was more positive for the educational environment during Phase 3 (clerkship) than Phase 1 (pre-medical). Among the DREEM subscales, this difference was especially prominent in Students' Perception of Learning and Students' Academic Self-Perceptions. In contrast, no difference in the subjective perception of happiness was found between phases. The effect of GPA on happiness became insignificant under the control of other variables, but the influence of the Students' Social Self-Perceptions (SSSP) subscale remained significant.
The students' overall perception of the educational environment was more positive during the clerkship period than in the pre-medical period. Based on our finding that the SSSP correlates significantly with subjective happiness, we suggest that institutions promote not only students' academic development but also their happiness by fostering an appropriate educational environment.
幸福感是对生活质量的主观判断，受环境因素的影响，应被视为医学教育的一个重要目标，医学教育不仅应支持每个学习者作为专业人员的发展，还应支持其作为个体的发展。然而，尽管已有多项研究报告了邓迪教育环境感知量表（DREEM）评分与学生学业成绩之间的相关性，但很少有研究调查 DREEM 评分与学生主观幸福感之间的关系。本研究考察了课程不同阶段学生对教育环境的不同感知，并确定了哪些 DREEM 分量表会影响整体幸福感水平。
我们使用了 DREEM 问卷的韩语版本和幸福感单项评分（0-10 分）。首先，我们使用独立样本 t 检验和单因素方差分析，根据学生的人口统计学特征分析了他们对教育环境的感知。在控制平均绩点（GPA）和其他人口统计学特征的情况下，我们进行了多元回归分析，以揭示哪些分量表会影响整体幸福感水平。
研究对象为各阶段医学专业学生共 239 人。与第一阶段（医学预科）相比，第三阶段（实习阶段）学生对教育环境的整体感知更为积极。在 DREEM 分量表中，这种差异在学生对学习的感知和学生对学业的自我感知方面尤为明显。相比之下，在不同阶段学生对幸福感的主观感知没有差异。在控制其他变量的情况下，GPA 对幸福感的影响变得不显著，但学生的社会自我感知（SSSP）分量表的影响仍然显著。
与医学预科阶段相比，学生在实习阶段对教育环境的整体感知更为积极。基于 SSSP 与主观幸福感显著相关的发现，我们建议各机构通过营造适当的教育环境，不仅促进学生的学业发展，还促进他们的幸福感。
