Document Type : Original Article
Author
Department of Medicine, Afe Babalola University Ado‑Ekiti, Nigeria
Abstract
BACKGROUND: The educational environment plays a very important role in determining the overall
performance of students. The aim of this study is to determine the perceptions of undergraduate
medical students about their educational environment in a Nigerian university.
MATERIALS AND METHODS: This was an observational, cross‑sectional study conducted among
final‑year (600 level) undergraduate medical students. The Dundee Ready Education Environment
Measure (DREEM) questionnaire was used for the study to assess the educational environment of
the medical students.
RESULTS: A total number of 100 final‑year (600 level) undergraduate medical students participated in
the study, out of which 27 (27.0%) were males and 73 (73.0%) were females with a male‑to‑female ratio
of 0.37 to 1. The age range of the respondents was 21–30 years with a mean (±SD) of 23.54 (±1.403).
The total mean DREEM score was 116.2/200. The total score of SPL domain was 30.2/48 (62.9%).
The total score of SPT domain was 27.3/44 (62.0%), while that of SASP was 19.2/32 (60.0%). The
total score of SPA domain was 26.6/48 (55.4%) and that of SSP was 13.1/28 (46.8%). For the SPL,
SPT, SASP, and SPA domains, the score was above 50%. However, for the SSP domain the score
was less than 50%.
CONCLUSIONS: The total mean DREEM score in this study was 116.2/200, more positives than
negatives, with the students’ social perspective having the least domain score. There is a need to
provide adequate social support system for medical students in general and particularly for those
who get stressed.
Keywords
Measure (DREEM) – A generic instrument for measuring
students’ perceptions of undergraduate health professions
curricula. Med Teach 2005;27:322‑5.
2. Cross V, Hicks C, Parle J, Field S. Perceptions of the learning
environment in higher specialist training of doctors: Implications
for recruitment and retention. Med Educ 2006;40:121‑8.
3. Thomas P, Kern D, Hughes M, Chen B. Curriculum Development
for Medical Education: A Six‑Step Approach. 3rd ed. Maryland,
USA: Johns Hopkins University Press; 2016.
4. Thomas BS, Abraham RR, Alexander M, Ramnarayan K. Student’s
perception regarding educational environment in an India dental
school. Med Teach 2009;31:e185‑8.
5. Al‑Qahtani MF. Approaches to study and learning environment
in medical school with special reference to the gulf countries. PhD
Thesis. Faculty of Medicine, Dentistry and Nursing. University
of Dundee. Education for Health 17. p. 192‑203.
6. Hettie T. Identifying the perceived weakness of a new
curriculum by means of Dundee Ready Education Environment
Measure (DREEM) inventory. Med Tech 2004;26:39‑45.
7. Bassaw B, Roff S, McAleer S, Roopnamesingh S, De Lisile J,
Teelucksingh S, et al. Student’s perspectives of the educational
environment, Faculty of Medical Sciences, Trinidad. Med Tech
2003;25:522‑6.
8. Edgren G, Haffling A, Jakobsson U, McAleer S, Danielsen N.
Comparing the educational environment (as measured by
DREEM) at two different stages of curricular reform. Med Tech
2010;32:e232‑8.
9. Denz – Penhey H, Murdoch JC. A comparison between findings
from DREEM questionnaire and that from qualitative interviews.
Med Teach 2009;31:e449‑53.
10. Roff S, McAleer S, Harden RM, Al‑Qahtani M, Ahmed AU,
Deza H, et al. Development and validation of the Dundee
Ready Education Environment measure (DREEM). Med Teach
1997;19:295‑9.
11. McAleer S, Roff S. A practical guide to using the Dundee Ready
Education Environment Measure (DREEM). AMEE Medical
Education Guide 2001;23:29‑33.
12. Ossai EN, Uwakwe KA, Anyanwagu UC, Ibiok NC, Azuogu BN,
Ekeke N. Specialty preferences among final year medical students
in medical schools of southeast Nigeria: need for career guidance.
BMC Med Educ 2016;16:259.
13. AdeleyeOA, Eza G. Anticipated specialties and influencing factors
among final year medical students in a Nigerian University. JMed
Sci 2010;26:510‑4.
14. Idon PI, Suleiman IK, Olasoji HO. Students’ perceptions of the
educational environment in a new dental school in northern
Nigeria. Jo Educ Pract 2015;6:139‑47.
15. Aneela U, Sadia K, Musarrat‑ul‑H., Sumaira I. Educational
environment at University Medical and Dental College, FSD.
Annals 2011;17:292‑8.
16. Noreen K, Khan KA, Nehra RA. Students’ perception of learning
environment using Dundee ready education environment
measure (DREEM) inventory. Pak J Public Health 2018;8:112‑6.
)