Laxmi Vijaya, Patel Tejas K, Malik Shahid, Ranjan Amit
Pharmacology and Therapeutics, All India Institute of Medical Sciences, Gorakhpur, Gorakhpur, IND.
Medical Biochemistry, All India Institute of Medical Sciences, Gorakhpur, Gorakhpur, IND.
Cureus. 2025 May 30;17(5):e85092. doi: 10.7759/cureus.85092. eCollection 2025 May.
Background The educational environment in medical education is essential, as both physical and psychological factors significantly impact students' learning experiences, well-being, and growth as medical professionals. A well-organized and supportive environment enhances student engagement, motivation, and academic performance. Assessing and enhancing the educational environment is crucial for ensuring its effectiveness. Students' perceptions play a vital role in evaluating the learning atmosphere and its impact. The Dundee Ready Education Environment Measure (DREEM) is a well-established tool for assessing the educational environment. Collecting baseline data on students' perceptions in a newly established medical college can provide valuable insights, serving as a foundation for implementing improvements and necessary changes to enhance the learning experience. Methodology A cross-sectional study was conducted among 412 medical students from all semesters (first to ninth semester). Students' perceptions were assessed using the 50-item DREEM questionnaire, which covers five key domains, namely, students' perception of learning (SPL), students' perception of teachers (SPT), students' academic self-perceptions (SASP), students' perception of atmosphere (SPA), and students' social self-perceptions (SSSP). Responses were recorded on a five-point Likert scale, and the data were analyzed using appropriate statistical methods, with a significance level set at a p-value <0.05. Results The mean DREEM score and the mean domain scores were calculated. The mean global DREEM score was 114.77 ± 5.40, indicating a generally positive perception of the educational environment. The total score for the SPL domain was 28.74 out of 48 (60%), reflecting a predominantly positive perception. The SPT domain scored 24.72 out of 44 (56%), suggesting progress in the right direction. The SASP domain had a total score of 17.95 out of 32 (56%), indicating a leaning toward a positive outlook. The SPA domain scored 26.9 out of 48 (56%), signifying a favorable atmosphere, while the SSSP domain had a score of 15.96 out of 28 (57%), interpreted as not too bad. Conclusions All domain scores exceeded 55%, and the overall total score of 114.77 on the DREEM scale confirmed a predominantly positive perception of the educational environment.
背景 医学教育中的教育环境至关重要，因为物理和心理因素都会显著影响学生的学习体验、幸福感以及作为医学专业人员的成长。一个组织有序且支持性强的环境能提高学生的参与度、积极性和学业成绩。评估和改善教育环境对于确保其有效性至关重要。学生的看法在评估学习氛围及其影响方面起着至关重要的作用。邓迪教育环境就绪度测量量表（DREEM）是一种成熟的评估教育环境的工具。收集新建医学院校学生看法的基线数据可以提供有价值的见解，为实施改进措施和必要变革以提升学习体验奠定基础。
方法 对来自所有学期（第一至第九学期）的412名医学生进行了一项横断面研究。使用包含50个条目的DREEM问卷评估学生的看法，该问卷涵盖五个关键领域，即学生对学习的看法（SPL）、学生对教师的看法（SPT）、学生的学业自我认知（SASP）、学生对氛围的看法（SPA）以及学生的社交自我认知（SSSP）。回答记录在五点李克特量表上，并使用适当的统计方法进行数据分析，显著性水平设定为p值<0.05。
结果 计算了DREEM平均得分和各领域平均得分。DREEM总体平均得分为114.77±5.40，表明学生对教育环境总体看法积极。SPL领域总分48分中得28.74分（60%），反映出总体看法积极。SPT领域44分中得24.72分（56%），表明朝着正确方向取得了进展。SASP领域总分32分中得17.95分（56%），表明倾向于积极的看法。SPA领域48分中得26.9分（56%），表明氛围良好，而SSSP领域28分中得15.96分（57%），解读为不算太差。
结论 所有领域得分均超过55%，DREEM量表上114.77的总体总分证实学生对教育环境总体看法积极。
