جستجوی مقالات مرتبط با کلیدواژه "dreem questionnaire" در نشریات گروه "پزشکی"

Clinical education plays a major role in shaping the professional abilities of learners. In order to achieve the desired clinical education, it is necessary to perform continuous evaluation and monitoring. In this study, the views of medical students of Qazvin University of Medical Sciences (QUMS) regarding the educational atmosphere of the medical school in 2019-2020 were evaluated.
The present study is a descriptive epidemiological study and medical students of QUMS in 4 levels of basic sciences, physiopathology, stager, and intern participated in this survey. The instrument used was the DREEM questionnaire based on a five-point Likert scale that contains 50 questions with a total score of 200. The collected data were analyzed in SPSS 25 using T-test and ANOVA.
The total mean score of the educational space of 168 students surveyed was 96.02±22.68, which was in a semi-optimal condition. There was no significant difference in the score of general space and the score of subgroups governing educational environments by gender (P>0.05). But the mean score of physiopathology students' perceptions, of learning (p=0.001) teaching (p=0.002) educational atmosphere (p=0.005), and academic self-perceptions (p=0.015) were significantly higher from other levels of learners. The lowest score belongs to the internship level (student’s perceptions of learning, teaching, and social self-perceptions).
This study showed that the educational atmosphere at QUMS is in a partially favorable condition and interns have a more negative understanding of the learning environment and professors, hence needs further investigation.
 
Perceptions of medical students in different phases about educational environment: Qazvin University of Medical Sciences
The researchers showed that the educational atmosphere is one of the important components in students' learning (El Mahai Moeed-2013). The educational atmosphere is more related to how the curriculum is implemented, the teachers' attitude towards learning, the behavioral and organizational culture of the educational institution, and the student's view of the learning environment (Atapatu, Kumari et al. 2016). An appropriate educational environment creates opportunities for effective learning (Ikeda, Kubta et al. 2019). The DREEM model has been proposed to measure the educational atmosphere (Bakhshi Aliabad et al. 2019) is designed independently of cultural contexts and provides a comparison between different courses (Farough, Rahman et al. 2018). This study was conducted on the medical students of Qazvin University of Medical Sciences (QUMS) using the DREEM questionnaire. The results of this study can help teachers and managers enhance the learning experiences of medical students (Whittle, SR 2018).
This cross-sectional study was conducted on 168 medical students in QUMS in 2019-2020 after being approved by the Ethics Committee of QUMS (ethics code IR.QUMS.REC.1397.414). Sampling was based on the census. The DREEM questionnaire was used. Students at the end of the semester of internship, physiopathology, and basic sciences were questioned. This questionnaire contains demographic information and 50 questions in five areas of learning, teachers, students' academic self-perception, educational atmosphere, and student's social self-perception.
Questionnaire scoring is based on a five-item Likert scale. The items are scored as follows: (4) strongly agree, (3) agree, (2) unsure, (1) disagree and (0) strongly disagree. However, 9 items out of the total of 50 items are negative expressions and their scores were calculated in reverse. The overall score is classified into four categories: unfavorable (0 to 50), relatively favorable (51 to 100), favorable (101 to 150) and completely favorable (151 to 200). The statistical tests used include analysis of variance and t-test. Also, the standardized score of 100 was also calculated. The data were analyzed using SPSS v25. Ethical considerations such as completing the informed consent form, voluntary participation, explaining the research objectives, and ensuring the confidentiality of information were observed.
The mean DREEM score was calculated as 96.02±22.68, which is in a relatively favorable range. Based on the standardized score of the five areas, the highest score was related to their academic self-perception (54.56). The educational atmosphere with 49.64 and the learning environment with 36.95 has the lowest grade.
There was no difference between the mean DREEM score of the two genders in total and the 5 sub-areas of educational environments.
The mean scores of physiopathology students in the learning environment (p=0.001), teachers (p=0.002), and their academic self-perception (p=0.015) and educational atmosphere (p=0.005) were significantly higher than the students of other levels (table 3). From the students' point of view, the course of physiopathology is practical, and the course of basic sciences is impractical. Also, this desirable result is most likely due to the appropriate timing of this course. In QUMS, the course of physiopathology has been offered in an integrated form, but in the apprenticeship period, the theory classrooms are not coordinated with the schedule of the related clinical departments.
The lowest score belongs to the internship level (learning environment, teachers, and social self-perception). This result is similar to Peretti et al.'s study (Pai, Menzes et al. 2014). High work pressure, resident-oriented training in some clinical departments (Ikeda, Kubta et al. 2019), the inappropriate feedback especially in the morning report of some educational groups causes interns to feel that their personality is not respected. In fact, the clinical environment is not suitable for effective learning unless it is well-planned and organized (Demirren, Peleglu et al. 2008). Students' perception of clinical teachers can indicate that these teachers still do not use comprehensive methods. Internship students have the most negative impression of teachers. Active participation of students, accountability, effective supervision, and giving positive feedback are vital (Khorsandi and Khosravi 2002). The lowest score in the subcategory of students' understanding of social self-perception was related to internship level due to stresses related to bedside activities and worries about the future of employment. It seems that there is no good support system for stressed learners.
One of the limitations of this study was regarding physiopathology students. The collection of information for this group coincided with COVID-19 restrictions, and as a result, the questionnaire was completed online. Also, due to the cross-sectional nature of the study, generalization of the results should be done with caution.
The result of the study showed that the educational atmosphere is partially favorable. Among possible changes that may be useful are periodic surveys of students and accurate evaluation of their results, holding workshops on medical ethics and how to provide correct educational feedback to students for teachers, careful monitoring of teachers students' feedback, and creating support systems for students. Also, hidden curriculum effects may be important in explaining the relatively low DREEM scores of internship students. It is necessary to continuously monitor the learning environment. It is also recommended to use student-centered learning-teaching methods, more interaction between students and teachers, and psychological support for students in order to reduce their anxiety and stress and improve their social self-perception.

There is an obvious relationship between learning environment and valuable outcomes such as satisfaction and student success. It is necessary to identify and strengthen the weaknesses of the learning environment, to improve the quality of learning. The aim of the present study was to assess the medical student’s views on the educational environment of Alborz University of Medical Sciences in 1396.

This cross-sectional study was conducted on 27 medical students in four internal wards, pediatrics, gynecology and general surgery in four university-affiliated teaching hospitals. The research tool was a 50-item DREEM (Dundee Ready Education Environment) questionnaire in five areas of student perception of learning, student perception of professors, student perception of their scientific ability, student perception of educational atmosphere, student perception of their social conditions. The data were analyzed by SPSS software version 16.

In this study, the mean age of participants was 25.4±0.7 years. The average score in the five domains was 93.8±28.9 out of a maximum of 200 points. The mean score of learning area was 22.8±9.6, clinical professors 23.8±9.4, perception of their scientific ability was 15.7±8.2, educational atmosphere was 21.3±9.9 and their social conditions were 11.1±4.2. The mean score of clinical education situation was significantly different in different wards (P=0.003).

The viewpoint of university medical students about the situation of clinical education environment was in the semi-optimal range. Some wards such as internal ward need more attention from University administrators and officials.

One of the effective factors in process of learning is education environment that is determinant in student’s motivation toward learning and leads to boosting deep learning treatments. This cross-sectional descriptive study involved collecting data on students’ perceptions of 136 randomized nursing students at Azad University of Mashhad that were measured by standard DREEM questionnaire. Afterwards, data were analyzed by using SPSS (V.20) software through descriptive statistics and T-test exam. The mean of total score obtained from nursing education environment was 107±23 from 200 (MAX) that signified positive aspects to be more than negative. However, the least mean score related to perception of learning was 23.85±7/8 from 48, and to perception of teachers’ subscales was calculated as 22.6±6/4 from 44. In addition, there was a significant difference between the mean of total score among male and female students and also preclinical and clinical education phases. The Results of this study indicated that nursing student’s perceptions of education environment were moderate, moreover, there are lots of opportunities for improvements in all domains of educational environment. Furthermore, the modern educational strategies and student centered approach should be applied in revising the educational programs.

Immunology Department of Hormozgan University of Medical Sciences is responsible for teaching immunology in all affiliated medical colleges in Hormozgan province. It has been proved that educational environment plays an important role in teaching and learning process. The purpose of this study was to explore students'' views toward learning environment exists in immunology educational setting in International Medical Campus of Qeshm¡ paramedical and dental Schools.
In this cross-sectional study ¡Dundee Ready Educational Environment Measure (DREEM) questionnaire was anonymously administered to all Medical¡ Dentistry and Medical Laboratory Science students who had enrolled in the practical and theoretical courses of immunology during the years 2012-2013. The collected data were analyzed using parametric tests in SPSS.
There were significant differences between the DREEM mean scores of Medical (125. 7±23. 2) ¡ Medical Laboratory Science (136. 1±13. 5) and Dentistry (132. 4±15. 3) students. Regarding DREEM questionnaire subscales¡ «students’ perceptions of teachers» achieved highest and «students’ perceptions of atmosphere» achieved lowest Score in all disciplines. In most of the subscales¡ Medical Laboratory Science students rated higher and students of International Medical Campus of Qeshm rated lower than others.
Students in all disciplines perceived educational environment of immunology setting as «good». To enhance the learning environment to «very good» level¡ factors
influencing educational climate especially in International Branch of Qeshm should be considered and improved.