Ezomike U O, Madubogwu C I, Azuike E C
Sub-Department of Paediatric Surgery, Faculty of Medical Sciences, College of Medicine, University of Nigeria, Ituku, Ozalla Campus, Nigeria.
Department of Surgery, College of Medicine, Chukwuemeka Odumegwu Ojukwu University, Awka, Anambra State, Nigeria.
Niger J Clin Pract. 2020 Oct;23(10):1462-1469. doi: 10.4103/njcp.njcp_221_20.
Educational environment (EE) affects transfer/acquisition of knowledge and skills needed in training medical students. Evaluation of EE by students is paramount to rating the EE of a medical school as well as evaluate effects of interventions. Assessing EE of medical schools is a current global trend.
: To evaluate EE at the new medical school of the Chukwuemeka Odumegwu Ojukwu University Teaching Hospital Awka, Anambra State, Nigeria; calculate the total and subscale (Dundee Ready Educational Environment Measure) DREEM scores and assess differences in these scores amongst the different classes, age groups, and sexes.
This was a descriptive cross-sectional study using census survey. We administered DREEM questionnaire to 4, 5, and 6 year medical students in the 2018/2019 academic session after ethical approval from Health Research and Ethics Committee (HREC). Data entry and analysis done using SPSS. ANOVA was used for association between level of study, age group, and total DREEM/Subscale scores. Test for association between sex and mean subscale/total score was done using independent sample t-test. P value <0.05 was adjudged significant. Cronbach's alpha for internal consistency was calculated.
Of 206 students, 185 filled in the questionnaire. Total DREEM score was 119.66, Students' perception of teachers 26.74, Students' academic self Perception 21.94, Students' Perception of Learning 30.75, Students' Social Self Perception 15.04, Students' Perception of Atmosphere 25.26. Three items scored above 3 while 11 items scored ≤2. Fourth year students significantly scored higher than others for all subscale and total DREEM score. No significant associations between age or gender and subscale or total DREEM scores. Cronbach's alpha for all scores was 0.91.
The EE was not excellent but "more positive than negative." Improvements are necessary in all domains of DREEM to ensure better quality of the educational environment.
教育环境（EE）会影响医学生培训所需知识和技能的传授/获取。学生对教育环境的评估对于评定医学院校的教育环境以及评估干预措施的效果至关重要。评估医学院校的教育环境是当前的全球趋势。
评估尼日利亚阿南布拉州奥卡市丘库乌梅卡·奥朱古武大学教学医院新医学院的教育环境；计算邓迪教育环境量表（DREEM）的总分及各子量表得分，并评估不同班级、年龄组和性别在这些得分上的差异。
这是一项采用普查的描述性横断面研究。在获得健康研究与伦理委员会（HREC）的伦理批准后，我们于2018/2019学年向四、五、六年级医学生发放了DREEM问卷。使用SPSS进行数据录入和分析。方差分析用于研究学习水平、年龄组与DREEM总分/子量表得分之间的关联。使用独立样本t检验来检验性别与子量表平均分/总分之间的关联。P值<0.05被判定为具有显著性。计算内部一致性的Cronbach's α系数。
206名学生中，185名填写了问卷。DREEM总分是119.66，学生对教师的认知得分为26.74，学生的学业自我认知得分为21.94，学生对学习的认知得分为30.75，学生的社交自我认知得分为15.04，学生对氛围的认知得分为25.26。3个项目得分高于3分，11个项目得分≤2分。四年级学生在所有子量表和DREEM总分上的得分显著高于其他年级。年龄或性别与子量表或DREEM总分之间无显著关联。所有得分的Cronbach's α系数为0.91。
教育环境并非优秀，但“积极多于消极”。有必要在DREEM的所有领域进行改进，以确保提高教育环境质量。
