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Alfakhry G, Mustafa K, AlMukhallalati A, Alhomsi K, Saymeh R, Jamous I. Evaluation of the Undergraduate Learning Environment at Dental Schools in Syria. Int Dent J 2023; 73:659-666. [PMID: 36599779 PMCID: PMC10509436 DOI: 10.1016/j.identj.2022.12.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2022] [Revised: 11/30/2022] [Accepted: 12/02/2022] [Indexed: 01/04/2023] Open
Abstract
OBJECTIVE The learning environment plays a vital role in dental education. A positive learning environment could improve students' satisfaction, psychosocial well-being, and academic achievement. This study set out to measure the quality of the learning environment according to the Dundee Ready Educational Environment Measure (DREEM) at different dental schools in Syria. METHODS The study included dental schools at Damascus University (DU), Tishreen University (TU), and University of Hama (HU). DU and TU are considered 2 of the largest universities in Syria. Students across all years of study were invited to complete an Arabic version of the DREEM questionnaire. RESULTS In total, 1205 students completed the questionnaire: 650 were from DU, 309 from HU, and 243 from TU. Cronbach's alpha value of the DREEM instrument was 0.927. The total DREEM score for all universities was 108.8 ± 31.5 (n = 1205), which is 54.4% of the total score; DU scored the lowest on the DREEM scale (105.9 ± 28.5) followed by TU (111.1 ± 34.3) and HU (113.3 ± 34.4). There was a significant difference amongst the 3 universities (P = .001) with a small effect size (eta-squared = 0.01). At the subscale level, students' perception of learning (SPL) at DU and TU was perceived unfavourably, and the social self-perception of students (SSP) was negatively perceived across all universities. Clinical students scored significantly lower than their preclinical counterparts. No significant difference emerged between male and female students. CONCLUSIONS This study provides a baseline data on the learning environment at dental schools in Syria. Although the study suggests a more positive than negative perception of the learning environment, Syrian dental schools scored considerably lower than their Arab and international counterparts. Aspects related to SPL and SSP were the most serious areas requiring improvement, and future research should focus on designing proper interventions to address them.
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Affiliation(s)
- Ghaith Alfakhry
- Education Quality and Scientific Research Office, Al-Sham Private University, Damascus, Syria; Program of Medical Education, Syrian Virtual University, Damascus, Syria; Faculty of Dental Medicine, Damascus University, Damascus, Syria.
| | - Khattab Mustafa
- Program of Medical Education, Syrian Virtual University, Damascus, Syria; Department of Endodontics and Restorative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Ahmad AlMukhallalati
- Department of Endodontics and Restorative Dentistry, Faculty of Dental Medicine, University of Hama, Hama, Syria
| | - Khaled Alhomsi
- Department of Biomedical Sciences, Al-Sham Private University, Damascus, Syria
| | - Rowaida Saymeh
- Department of Periodontology, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Issam Jamous
- Program of Medical Education, Syrian Virtual University, Damascus, Syria; Department of Fixed Prosthodontics, Faculty of Dental Medicine, Damascus University, Damascus, Syria
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Cheng HC, Wang YC, Jeng Y, Chen SLS. The performance of the two-year postgraduate year dentist training program in Taiwan. J Dent Sci 2022; 17:913-919. [PMID: 35756818 PMCID: PMC9201626 DOI: 10.1016/j.jds.2022.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Revised: 01/09/2022] [Indexed: 11/28/2022] Open
Abstract
Background/purpose The postgraduate year dentist training program (PGYD) officially implemented in 2010. This study aimed to assess PGYD trainees’ subjective satisfaction perception and objective competence performance according to different training institutions (either dental clinics or hospitals). Materials and methods A nationwide cross-sectional survey was conducted in 2018. Subjective satisfaction questionnaires from 222 PGYD trainees and 166 PGYD trainees’ scores of objective structured clinical examinations (OSCEs) were collected for analysis. The t-test and logistic regression were used to compare differences between two groups. Results In subjective satisfaction, PGYD trainees in hospitals revealed less positive perceptions on teachers (odds ratios [ORs] range: 0.33–0.7) and on training plans and auxiliary facilities (ORs range: 0.23–0.69), but they had more opportunities to attend and present at professional meetings than those in clinics. In PGYD trainees’ opinion, the optimal training period allocation was 25% in hospitals and 75% in clinics. Overall, trainees in hospitals had better OSCE scores than those in clinics (OR [95% confidence interval, CI]: 3.12 [1.68–5.79]), except for the item of “the relation between physical condition and dental treatment outcome” (0.3 [0.1–0.97]). Conclusion PGYD trainees in dental clinics have more positive perceptions on teachers and on training plans and auxiliary facilities, but PGYD trainees in hospitals have better OSCE scores. PGYD trainees prefer to be trained in clinics for a better connection with future careers, while hospitals can offer better training for PGYD trainees to become independent dentists because they have better training environment and more educational resources.
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Ali AP, Mohammadnezhad M, May W, Kabir R. The Perception of Undergraduate Dental Students Toward a Clinical Learning Environment at School of Dentistry and Oral Health, Fiji National University, Fiji. J Int Soc Prev Community Dent 2021; 11:26-32. [PMID: 33688470 PMCID: PMC7934832 DOI: 10.4103/jispcd.jispcd_333_20] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Revised: 09/29/2020] [Accepted: 12/12/2020] [Indexed: 02/05/2023] Open
Abstract
Background The clinical learning environment is one of the key factors for undergraduate dental students to excel in their academic career. There has been no previous study in Fiji regarding dental students' perception of their learning environment. Aim This study aimed at investigating the perception of undergraduate dental students toward the clinical learning environment at the School of Dentistry and Oral Health (SDOH), Fiji. Materials and Methods This is a cross-sectional prospective study conducted among 157 undergraduate dental students, all of whom were selected from three undergraduate dental programs. The modified 24-item Dental Clinical Learning Environment Inventory (DECLEI) was used to assess students' perceptions. The mean DECLEI score was interpreted as follows: ≤19.9 is very poor perception, 20-39.9 is poor perception, 40-59.9 is moderate perception, 60-79.9 is good perception, and >80 is excellent perception toward the clinical learning environment. A correlation test was used to examine the relationship between independent variables and DECLEI scores. P < 0.05 was considered as level of significance. Results The response rate was 82.8%. Majority of the participants (76.9%) were in the age range of 20-29 years, were females (72.3%), and were Fijians of Indian descent (75.4%). The mean DECLEI score was 70.83 ± 9.11 which could be interpreted as a good perception toward the clinical learning environment. Age and gender had a statistically significant negative correlation with DECLEI scores (P < 0.05). Conclusion The dental clinical learning environment at SDOH can be perceived as "good"; however, issues related to patients' missing appointment were highlighted.
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Affiliation(s)
- Ashneeta Prasad Ali
- School of Dentistry and Oral Health, College of Medicine, Nursing and Health Science, Fiji National University, Suva, Fiji
| | - Masoud Mohammadnezhad
- School of Public Health and Primary Care, College of Medicine, Nursing and Health Science, Fiji National University, Suva, Fiji
| | - William May
- College of Medicine, Nursing and Health science, Fiji National University, Suva, Fiji
| | - Russell Kabir
- Faculty of Health Education, Medicine & Social Care, Anglia Ruskin University, Cambridge, United Kingdom
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Ali AP, Mohammadnezhad M, May W, Kabir R. The Perception of Undergraduate Dental Students Toward a Clinical Learning Environment at School of Dentistry and Oral Health, Fiji National University, Fiji. J Int Soc Prev Community Dent 2021. [PMID: 33688470 DOI: 10.4103/jispcd.jispcd-333-20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023] Open
Abstract
BACKGROUND The clinical learning environment is one of the key factors for undergraduate dental students to excel in their academic career. There has been no previous study in Fiji regarding dental students' perception of their learning environment. AIM This study aimed at investigating the perception of undergraduate dental students toward the clinical learning environment at the School of Dentistry and Oral Health (SDOH), Fiji. MATERIALS AND METHODS This is a cross-sectional prospective study conducted among 157 undergraduate dental students, all of whom were selected from three undergraduate dental programs. The modified 24-item Dental Clinical Learning Environment Inventory (DECLEI) was used to assess students' perceptions. The mean DECLEI score was interpreted as follows: ≤19.9 is very poor perception, 20-39.9 is poor perception, 40-59.9 is moderate perception, 60-79.9 is good perception, and >80 is excellent perception toward the clinical learning environment. A correlation test was used to examine the relationship between independent variables and DECLEI scores. P < 0.05 was considered as level of significance. RESULTS The response rate was 82.8%. Majority of the participants (76.9%) were in the age range of 20-29 years, were females (72.3%), and were Fijians of Indian descent (75.4%). The mean DECLEI score was 70.83 ± 9.11 which could be interpreted as a good perception toward the clinical learning environment. Age and gender had a statistically significant negative correlation with DECLEI scores (P < 0.05). CONCLUSION The dental clinical learning environment at SDOH can be perceived as "good"; however, issues related to patients' missing appointment were highlighted.
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Affiliation(s)
- Ashneeta Prasad Ali
- School of Dentistry and Oral Health, College of Medicine, Nursing and Health Science, Fiji National University, Suva, Fiji
| | - Masoud Mohammadnezhad
- School of Public Health and Primary Care, College of Medicine, Nursing and Health Science, Fiji National University, Suva, Fiji
| | - William May
- College of Medicine, Nursing and Health science, Fiji National University, Suva, Fiji
| | - Russell Kabir
- Faculty of Health Education, Medicine & Social Care, Anglia Ruskin University, Cambridge, United Kingdom
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Students' Perceptions of Educational Climate in a Spanish School of Dentistry Using the Dundee Ready Education Environment Measure: A Longitudinal Study. Dent J (Basel) 2020; 8:dj8040133. [PMID: 33297396 PMCID: PMC7762267 DOI: 10.3390/dj8040133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Revised: 11/29/2020] [Accepted: 12/02/2020] [Indexed: 11/18/2022] Open
Abstract
Background: Educational Climate (EC) may determine teacher and student behaviour. Our aim was to evaluate EC longitudinally in a period of ‘curricular transition’ from traditional (teacher-centred learning) to Bologna curricula (interactive student-centred learning). Methods: The ‘Dundee Ready Education Environment Measure’ (DREEM) questionnaire was completed by 397 students from a Spanish School of Dentistry. Students’ perception was assessed in different courses and academic years. Results: The overall EC scale average was 115.70 ± 20.20 (57.85%) and all domain values showed a percentage > 52%, which were interpreted as ‘positive and acceptable’. The EC mean was: 118.02 ± 17.37 (59.01%) for 2010–2011; 116.46 ± 19.79 (58.23%) for 2013–2014; 115.60 ± 21.93 (57.80%) for 2014–2015; 112.02 ± 22.28 (56.01%) for 2015–2016, interpreted as ‘more positive than negative EC’. The worst Learning domain scores corresponded to later academic years and may reflect the Bologna curriculum’s more intensive clinical training involving greater responsibility and self-learning. Conclusions: EC and its domains were perceived more positively than negatively. The Social domain was the most positively evaluated, while the Learning domain was the worst.
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Stormon N, Ford PJ, Kisely S, Bartle E, Eley DS. Depression, anxiety and stress in a cohort of Australian dentistry students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:507-514. [PMID: 31373762 DOI: 10.1111/eje.12459] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2018] [Revised: 06/10/2019] [Accepted: 07/28/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Dentistry students face a challenging academic and clinical curriculum that can result in depression and anxiety. While studies usually report sources of stress for dentistry students, there is less information on levels of stress. This study used the Depression, Anxiety and Stress Scale (DASS-21), to report perceived levels of depression, anxiety and stress in a cohort of Australian undergraduate dentistry students. METHODS Students enrolled in years 1-4 of the Bachelor of Dental Science (Honours) program at The University of Queensland were invited to complete the DASS-21 using an online questionnaire. Students completed the same questionnaire 1 year later. RESULTS At baseline, the mean DASS-21 scores for this cohort (n = 179; females = 56%) were in the normal range for depression (4.69, SD 3.87) and stress (5.50, SD 3.65), and mild range for anxiety (4.25, SD 3.21). Overall, 24% (n = 42), 44% (n = 78) and 11% (n = 20) of students had moderate or above levels of depression, anxiety and stress, respectively. At 1-year follow-up, DASS-21 scores were not significantly different. CONCLUSIONS Dental students have higher levels of depression, anxiety or stress than the general population, indicating they may be at risk for greater psychological distress. The information from this study should guide curriculum and learning environment design, as well as interventions to support students through this challenging degree.
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Affiliation(s)
- Nicole Stormon
- School of Dentistry, The University of Queensland, Brisbane, Queensland, Australia
| | - Pauline J Ford
- School of Dentistry, The University of Queensland, Brisbane, Queensland, Australia
| | - Steve Kisely
- Faculty of Medicine, Princess Alexandra Hospital, The University of Queensland, Brisbane, Queensland, Australia
| | - Emma Bartle
- School of Dentistry, The University of Queensland, Brisbane, Queensland, Australia
| | - Diann S Eley
- Faculty of Medicine, The University of Queensland, Brisbane, Queensland, Australia
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Stormon N, Ford PJ, Eley DS. DREEM-ing of dentistry: Students' perception of the academic learning environment in Australia. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:35-41. [PMID: 30022585 DOI: 10.1111/eje.12384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/03/2018] [Indexed: 05/06/2023]
Abstract
INTRODUCTION Continuous evaluation and improvement of the learning environment are required to respond to the changing nature of dental practice and dental education. This study aimed to describe a cohort of undergraduate dentistry students' perceptions of their learning environment. METHODS Students enrolled in years 1-4 of the Bachelor of Dental Science (Honours) programme at The University of Queensland were invited to complete an online survey which included demographics and the Dundee Ready Education Environment Measure (DREEM). This scale measures students' perception of the educational environment overall, and for five domains: Learning, Teaching, Academic self-perception, Atmosphere and Social self-perception. Data analysis was mostly descriptive, t tests and univariate statistics compared groups. RESULTS Participants (N = 192; females = 57%) were generally positive about their learning environment, with a total DREEM score of 127 of 200. Overall, Academic and Social self-perception domain scores were ranked lower than others. Students in preclinical years of study and/or had dentistry as a first career preference were more positive across all domains, except Social self-perception. CONCLUSIONS Differences between the preclinical and clinical phases of the curriculum point to the structure of teaching and learning in health professional degrees. Further research should investigate how each environmental domain more specifically correlates with other aspects of the curriculum and student progression, including well-being. This could include logistical factors such as timetabling and its effect on physical well-being, to less tangible factors that may impact on mental well-being.
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Affiliation(s)
- Nicole Stormon
- The University of Queensland, School of Dentistry, Herston, Brisbane, QLD, Australia
| | - Pauline J Ford
- The University of Queensland, School of Dentistry, Herston, Brisbane, QLD, Australia
| | - Diann S Eley
- The University of Queensland, Faculty of Medicine, Herston, Brisbane, QLD, Australia
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Motghare V, Upadhya S, Senapati S, Lal S, Paul V. Perceptions of freshman dental students regarding academic environment. JOURNAL OF INDIAN ASSOCIATION OF PUBLIC HEALTH DENTISTRY 2019. [DOI: 10.4103/jiaphd.jiaphd_179_18] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Chan CYW, Sum MY, Tan GMY, Tor PC, Sim K. Adoption and correlates of the Dundee Ready Educational Environment Measure (DREEM) in the evaluation of undergraduate learning environments - a systematic review. MEDICAL TEACHER 2018; 40:1240-1247. [PMID: 29361860 DOI: 10.1080/0142159x.2018.1426842] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
BACKGROUND The Dundee Ready Educational Environment Measure (DREEM) was specifically designed to measure the undergraduate medical educational environment. This study seeks to review the adoption of DREEM internationally, and its association with different learning contexts and learner factors in order to better support our learners and facilitate future applications and research. METHOD A systematic literature review was conducted on all articles that adopted and reported data using the DREEM from 1997 to April 2017. RESULTS Overall, the majority of 106 included studies from over 30 countries were conducted in Asia and Europe (76.4% of studies) within medical, dental, and nursing programs (86.8% of studies). Seventy-nine out of 98 studies (80.6%) which reported DREEM scores observed a mean total DREEM score within the range of "more positive than negative" (101-150 out of maximum 200 points). Higher DREEM scores were associated with better past academic achievement, quality of life, resilience, positive attitudes towards course, mindfulness, preparedness for practice, less psychological distress, and greater peer support. CONCLUSIONS Future studies may want to examine other correlates of DREEM such as coping styles, personality profiles, burnout level, and DREEM scores can be incorporated into reviews of learning environments to ascertain longitudinal changes following educational interventions.
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Affiliation(s)
| | - Min Yi Sum
- b Research Division , Institute of Mental Health , Singapore , Singapore
| | - Giles Ming Yee Tan
- c Department of General Psychiatry , Institute of Mental Health , Singapore , Singapore
| | - Phern-Chern Tor
- d General Psychiatry , Institute of Mental Health , Singapore , Singapore
| | - Kang Sim
- e General Psychiatry , Institute of Mental Health , Singapore , Singapore
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Al-Saleh S, Al-Madi EM, AlMufleh B, Al-Degheishem AH. Educational environment as perceived by dental students at King Saud University. Saudi Dent J 2018; 30:240-249. [PMID: 29942109 PMCID: PMC6011212 DOI: 10.1016/j.sdentj.2018.02.003] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2016] [Accepted: 02/26/2018] [Indexed: 11/25/2022] Open
Abstract
Objectives Main objectives of the present study were to develop a baseline information about dental students' perception of their educational environment at the College of Dentistry, King Saud University (KSU) in Riyadh; and to investigate the role of four different variables on the students' perception. Methods Dundee Ready Education Environment Measure (DREEM) questionnaire was distributed among 497 undergraduate dental students, in the second week of the first semester of the academic year, from second year students to interns studying in the College of Dentistry of King Saud University (KSU). Results Response rate was 60.73%. Mean for the total DREEM scores was 108.42/200. DREEM subscales mean were above 50% of the total score. DREEM overall score showed no significant statistical difference among the four variables investigated, except the academic year, where the second year students scored significantly higher (118.36 ± 15.8) compared to the interns (105 ± 21.3). Conclusion Students’ perception of educational environment in the KSU College of Dentistry was satisfactory. However, several weak areas were identified which need some attention and consideration.
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Affiliation(s)
- Samar Al-Saleh
- Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Corresponding author at: Department of Prosthetic Dental Sciences, King Saud University, College of Dentistry, P.O. Box 88011 Riyadh 11662, Saudi Arabia.
| | - Ebtissam M. Al-Madi
- Department of Restorative Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Clinical Dental Science, College of Dentistry, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Balqees AlMufleh
- Faculty of Dentistry, McGill University, Montreal, Quebec, Canada
| | - Al-Hanoof Al-Degheishem
- Department of Clinical Dental Science, College of Dentistry, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
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Tomás I, Aneiros A, Casares-de-Cal MA, Quintas V, Prada-López I, Balsa-Castro C, Ceballos L, Gómez-Moreno G, Llena C, López-Jornet P, Machuca MC, Palés J. Comparing student and staff perceptions of the "Educational Climate" in Spanish Dental Schools using the Dundee Ready Education Environment Measure. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e131-e141. [PMID: 28504872 DOI: 10.1111/eje.12270] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/28/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVE To compare the perceptions of students and teachers of the "Educational Climate" (EC) in Spanish public dental schools. METHODS A group of 1064 students and 354 teachers from six Spanish public dental schools responded to the DREEM questionnaire. This has 50 items grouped into five subscales: perception of learning (Learning); perception of teachers (Teachers); academic self-perceptions (Academic); perception of the atmosphere in the faculty (Atmosphere); and social self-perceptions (Social). The DREEM scale provides results for each item, each subscale and the overall EC. RESULTS The EC scores were 123.2 (61.6%) for the students and 134.1 (67.0%) for the teachers (P<.001). The scores of the students and teachers for the subscales were, respectively: 27.9 (58.1%) and 30.2 (63.0 %) for Learning (P<.001); 26.8 (60.9%) and 32.6 (74.1%) for Teachers (P<.001); 20.7 (64.7%) and 20.5 (64.0%) for Academic (P=.333); 29.9 (62.3%) and 33.7 (70.3%) for Atmosphere (P<.001); and 17.9 (64.0%) and 16.9 (60.5%) for Social (P<.001). The students identified six problematic items (12.0 %) compared to only two (4.0 %) highlighted by the teachers. CONCLUSION The students and teachers considered the EC to be "more positive than negative" in Spanish public dental schools; and the different subscales to be "positive and acceptable." The teachers did, however, evaluate the EC, and specifically the learning-teaching process, more positively than their students, identifying fewer problematic educational aspects. Both groups agreed on the need to: improve support systems for students who suffer from stress and reduce teaching based on "factual learning."
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Affiliation(s)
- I Tomás
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - A Aneiros
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - M A Casares-de-Cal
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - V Quintas
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - I Prada-López
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - C Balsa-Castro
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - L Ceballos
- School of Health Sciences, Rey Juan Carlos University, Madrid, Spain
| | - G Gómez-Moreno
- School of Dentistry, University of Granada, Granada, Spain
| | - C Llena
- School of Medicine and Dentistry, University of Valencia, Valencia, Spain
| | - P López-Jornet
- School of Medicine and Dentistry, University of Murcia, Murcia, Spain
| | - M C Machuca
- School of Dentistry, University of Sevilla, Sevilla, Spain
| | - J Palés
- School of Medicine, University of Barcelona, Barcelona, Spain
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Halawany HS, Al-Jazairy YH, Al-Maflehi N, Abraham NB, Jacob V. Application of the European-modified dental clinical learning environment inventory (DECLEI) in dental schools in Riyadh, Saudi Arabia. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:e50-e58. [PMID: 27339396 DOI: 10.1111/eje.12218] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/17/2016] [Indexed: 06/06/2023]
Abstract
AIM The aim of this study was to evaluate undergraduate dental students' self-perceptions of their clinical dental environment using a valid, concise and more practical version of the Dental Clinical Learning Environment Inventory (DECLEI) questionnaire. MATERIALS AND METHODS The 24-item DECLEI was self-administered to fourth- and fifth-year undergraduate dental students from public and private dental schools in Riyadh, Saudi Arabia, during the 2014-2015 academic year. Factor analysis revealed three underlying factors associated with the clinical learning environment. Independent sample t-tests were used to evaluate any associations amongst the items, the factors, the total DECLEI score and other demographic variables. For the scoring system, 6-point Likert scale responses were scored on a 100% scale ranging from excellent to poor. RESULTS The mean DECLEI total score was 64.1 (good) of 100. Amongst the factors, the highest mean score, 71.3 (good), was obtained for the patient interactions and professionalism, and the lowest mean score, 50.2 (moderate), was observed for all the negatively worded statements in the DECLEI. The instrument exhibited good discriminant validity as it was able to record significant differences between genders and between public and private institutions in the total DECLEI, the factors and most of the items scored. CONCLUSIONS The new DECLEI scale identified several areas of strength and some aspects that could be improved. Overall, the dental students rated the clinical undergraduate programme as more positive than negative.
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Affiliation(s)
- H S Halawany
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Y H Al-Jazairy
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Restorative Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - N Al-Maflehi
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - N B Abraham
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - V Jacob
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
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Palmgren PJ, Sundberg T, Laksov KB. Reassessing the educational environment among undergraduate students in a chiropractic training institution: A study over time. THE JOURNAL OF CHIROPRACTIC EDUCATION 2015; 29:110-26. [PMID: 26023892 PMCID: PMC4582609 DOI: 10.7899/jce-14-37] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
OBJECTIVE The aim of the study was twofold: (1) to compare the perceived educational environment at 2 points in time and (2) to longitudinally examine potential changes in perceptions of the educational environment over time. METHODS The validated Dundee Ready Educational Environment Measure (DREEM), a 50-item, self-administered Likert-type inventory, was used in this prospective study. Employing convenience sampling, undergraduate chiropractic students were investigated at 2 points in time: 2009 (n = 124) and 2012 (n = 127). An analysis of 2 matching samples was performed on 27% (n = 34) of the respondents in 2009. RESULTS A total of 251 students (79%) completed the inventory, 83% (n = 124) in 2009 and 75% (n = 127) in 2012. The overall DREEM scores in both years were excellent: 156 (78%) and 153 (77%), respectively. The students' perceptions of teachers differed significantly between the 2 cohort years, decreasing from 77% to 73%. Three items received deprived scores: limited support for stressed students, authoritarian teachers, and an overemphasis on factual learning; the latter significantly decreased in 2012. In the longitudinal sample these items also displayed scores below the expected mean. CONCLUSION Students viewed the educational environment as excellent both in 2009 and 2012. The perceptions of teachers declined with time; however, this could be attributed to teachers' new roles. Certain aspects of the educational environment factored prominently during the comparative points in time, as well as longitudinally, and these ought to be further investigated and addressed to provide an enhanced educational environment.
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Palmgren PJ, Laksov KB. Exploring chiropractic students' experiences of the educational environment in healthcare professional training: a qualitative study. BMC MEDICAL EDUCATION 2015; 15:128. [PMID: 26242296 PMCID: PMC4526181 DOI: 10.1186/s12909-015-0417-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/17/2015] [Accepted: 07/24/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND The educational environment has a significant impact on students' behavior, sense of well-being, and academic advancement. While various research methodologies have been used to explore the educational environment, there is a paucity of studies employing qualitative research methods. This study engages in an in-depth exploration of chiropractic students' experiences of the meaning of the educational environment. METHODS A qualitative approach was employed by interviewing 26 students in four focus group interviews at two different points in time. A conventional manifest and latent content analysis was chosen to investigate and interpret the experiences of the educational environment in an undergraduate chiropractic training institution in Sweden. RESULTS The analysis resulted in five overarching themes: Personal growth; Being part of a community; A place of meaningfulness; Trust in a regulated system; and Scaffolding relationships. Early in the training, the meaning of the educational environment was experienced as part of a vocational community and the scaffolding of intra-institutional relationships. In later stages, the environment was experienced in terms of personal growth - balancing academic pressures and progress within the professional community - thus laying the foundations for autonomy and motivation. During the clinical training, the environment was experienced as where learning happens, thus creating a place of meaningfulness. Throughout the training, the formal and clinical environments were experienced as isolating, with little bridging between the two. A regulated system - conveying an operative organization with clear communication regarding what to expect - was experienced as important for an apt educational environment. CONCLUSIONS We found that experiences of an educational environment are dynamic and change over time. When restructuring or evaluating curriculums, educational managers can consider the emerged themes as constituting facets relating to the educational environment, and thus possible learning conditions. Likewise, researchers can consider these aspects of the educational environment when: interpreting results from quantitative and qualitative inquiries, constructing and refining instruments, or conceptualizing and framing the educational environment phenomenon.
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Affiliation(s)
- Per J Palmgren
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, 171 77, Sweden.
| | - Klara Bolander Laksov
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, 171 77, Sweden.
- Department of Education, Stockholm University, Stockholm, Sweden.
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Kang I, Foster Page LA, Anderson VR, Thomson WM, Broadbent JM. Changes in students' perceptions of their dental education environment. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:122-30. [PMID: 25041219 DOI: 10.1111/eje.12112] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/19/2014] [Indexed: 05/28/2023]
Abstract
OBJECTIVES To examine the 'Expected' and 'Actual' educational environment experienced by a cohort of Bachelor of Dental Surgery (BDS) students at the University of Otago's Faculty of Dentistry using the Dundee Ready Educational Environment Measure (DREEM). METHODS Cohort members were asked to complete five DREEM surveys over the four-year BDS programme. Student expectations at the beginning of their first year were assessed using a modified version of the DREEM questionnaire, while following (standard) DREEM questionnaires at the end of each professional year addressed students' 'Actual' perception of the educational environment. RESULTS Sixty-six students (99%) completed at least one questionnaire. Overall, the BDS students' perceptions of their educational environment tended to be positive and students identified both perceived strengths and weaknesses in the BDS programme. However, more negative than positive shifts were reported between the 'Expected' and 'Actual' individual DREEM individual items, suggesting that BDS students initially expected more from their educational environment than they actually experienced. Individual DREEM outcomes undergoing negative and positive shifts differed over the years and varied in number. These may be explained, in part, by changes in the curriculum focus from year to year. CONCLUSION The students' changing DREEM responses over time revealed anticipated and perceived strengths and weaknesses of the BDS curriculum, as well as shifts in students' perceptions in response to curricular changes. However, our findings highlight the potential usefulness for dental education of a measure for use that takes the unique aspects of the dental education environment into account.
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Affiliation(s)
- I Kang
- Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand
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Al-Ansari AA, El Tantawi MM. Predicting Academic Performance of Dental Students Using Perception of Educational Environment. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.3.tb05889.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Asim A. Al-Ansari
- Department of Preventive Dental Sciences and Vice Dean for Academic Affairs; College of Dentistry; University of Dammam; Saudi Arabia
| | - Maha M.A. El Tantawi
- Department of Preventive Dental Sciences; College of Dentistry; University of Dammam; Saudi Arabia
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Doshi D, Reddy BS, Karunakar P, Deshpande K. Evaluating Student's Perceptions of the Learning Environment in an Indian Dental School. J Clin Diagn Res 2014; 8:ZC39-42. [PMID: 25584314 DOI: 10.7860/jcdr/2014/9901.5128] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2014] [Accepted: 08/05/2014] [Indexed: 11/24/2022]
Abstract
OBJECTIVE To evaluate student's perception of the learning environment in a private dental institute in India based on DREEM inventory. MATERIALS AND METHODS This cross-sectional study included students in all four years of the undergraduate dental course of Panineeya Institute of Dental Sciences and Hospital, Hyderabad, India. Self-administered Dundee Ready Education environment Measure (DREEM) inventory consisting of 50-items on a five-point Likert scale was utilized to assess the students' perceptions regarding learning environment in this academic dental school. Comparison for the total and domain DREEM score means was carried out via independent t-test for dichotomous variables (gender) and ANOVA for more than two variables (year of study). Significant difference was noted for p < 0.05. RESULTS The response rate for this study was 86.8%. Mean age of the study participants was 19.61 + 1.50 y. The overall DREEM score for this population was 125.24 + 21.10 reflecting a more of positive than negative education environment in this institution. When individual domain scores were accounted, except for the domain SAS, females had a higher mean scores for all domains which was however statistically significant only for the domains SPL (p = 0.03) and SPT (p = 0.01). Likewise, significant differences were also noted for SPL and SPT based on the year of study, wherein for both the domains, third year students had significantly higher mean scores and least was recorded for fourth year students. Correlation of the various domains demonstrated significant positive correlation among the domains. CONCLUSION Overall this sample of dental students rated the learning environment in this dental institute as positive.
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Affiliation(s)
- Dolar Doshi
- Reader, Department of Public Health Dentistry, Panineeya Institute of Dental Sciences and Hospital , Road no. 5, Kamalanagar, Dilsukhnagar, Hyderabad, Telangana, India
| | - B Srikanth Reddy
- Reader, Department of Public Health Dentistry, Panineeya Institute of Dental Sciences and Hospital , Road no. 5, Kamalanagar, Dilsukhnagar, Hyderabad, Telangana, India
| | - P Karunakar
- Principal and Head, Department of Conservative Dentistry & Endodontics, Panineeya Institute of Dental Sciences and Hospital , Road no. 5, Kamalanagar, Dilsukhnagar, Hyderabad, Telangana, India
| | - Kopparesh Deshpande
- Reader, Department of Biochemistry, Sri Sai College of Dental Surgery , Vikarabad, Hyderabad, Telangana, India
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Tomás I, Casares-De-Cal MA, Aneiros A, Abad M, Ceballos L, Gómez-Moreno G, Hidalgo JJ, Llena C, López-Jornet P, Machuca MC, Monticelli F, Palés J. Psychometric validation of the Spanish version of the Dundee Ready Education Environment Measure applied to dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2014; 18:162-169. [PMID: 24330078 DOI: 10.1111/eje.12073] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/24/2013] [Indexed: 06/03/2023]
Abstract
AIM To carry out a psychometric evaluation of the Spanish-language version of the Dundee Ready Education Environment Measure (DREEM) applied to dental students. METHODS A total of 1,391 students from nine Spanish public schools of dentistry responded to the DREEM questionnaire. To analyse the reliability of the DREEM questionnaire, the internal consistency was assessed and a 'test-retest' carried out. Validity was evaluated through analysis of item response rate, floor and ceiling effects, corrected item-total and item-subscale correlations and factor structure. A confirmatory factor analysis was performed to analyse the structure of the original DREEM scale. RESULTS Cronbach's alpha coefficient for the 'Educational Climate' (EC) global scale was 0.92. In the subscales, the 'observed' Cronbach's alpha coefficients ranged between 0.57 and 0.79 and were higher than the 'expected' ones; except for the Social subscale. In the DREEM questionnaire, all of the corrected correlation coefficients between the items and the EC global scale, and the items and their corresponding subscales, were >0.2; except for items 50 and 17. All goodness-of-fit indices of confirmatory factor analysis showed acceptable values (close to one or zero, depending on the case), and there was consistency in the results. CONCLUSIONS The Spanish-language version of the DREEM questionnaire is a reliable and valid instrument for analysing the EC for dental students and its factor structure is supported by the data. Although our findings indicate that the DREEM may be as culturally independent as was originally stated, more research should be directed at verifying the factor structure in various languages and cultural environments.
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Affiliation(s)
- I Tomás
- School of Medicine and Dentistry, University of Santiago de Compostela, Santiago de Compostela, Spain
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Palmgren PJ, Lindquist I, Sundberg T, Nilsson GH, Laksov KB. Exploring perceptions of the educational environment among undergraduate physiotherapy students. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2014; 5:135-46. [PMID: 25341223 PMCID: PMC4212412 DOI: 10.5116/ijme.53a5.7457] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2014] [Accepted: 06/21/2014] [Indexed: 05/25/2023]
Abstract
OBJECTIVE The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents' demographic characteristics. METHODS This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. RESULTS A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as "more positive than negative". Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. CONCLUSIONS This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience.
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Affiliation(s)
- Per J. Palmgren
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden
| | - Ingrid Lindquist
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Sweden
| | - Tobias Sundberg
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Sweden
| | - Gunnar H. Nilsson
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Sweden
| | - Klara B. Laksov
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden
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Vaughan B, Mulcahy J, McLaughlin P. The DREEM, part 2: psychometric properties in an osteopathic student population. BMC MEDICAL EDUCATION 2014; 14:100. [PMID: 24884704 PMCID: PMC4050100 DOI: 10.1186/1472-6920-14-100] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2014] [Accepted: 04/11/2014] [Indexed: 05/28/2023]
Abstract
BACKGROUND The Dundee Ready Educational Environment Measure (DREEM) is widely used to assess the educational environment in health professional education programs. A number of authors have identified issues with the psychometric properties of the DREEM. Part 1 of this series of papers presented the quantitative data obtained from the DREEM in the context of an Australian osteopathy program. The present study used both classical test theory and item response theory to investigate the DREEM psychometric properties in an osteopathy student population. METHODS Students in the osteopathy program at Victoria University (Melbourne, Australia) were invited to complete the DREEM and a demographic questionnaire at the end of the 2013 teaching year (October 2013). Data were analysed using both classical test theory (confirmatory factor analysis) and item response theory (Rasch analysis). RESULTS Confirmatory factor analysis did not demonstrate model fit for the original 5-factor DREEM subscale structure. Rasch analysis failed to identify a unidimensional model fit for the 50-item scale, however model fit was achieved for each of the 5 subscales independently. A 12-item version of the DREEM was developed that demonstrated good fit to the Rasch model, however, there may be an issue with the targeting of this scale given the mean item-person location being greater than 1. CONCLUSIONS Given that the full 50-item scale is not unidimensional; those using the DREEM should avoid calculating a total score for the scale. The 12-item 'short-form' of the DREEM warrants further investigation as does the subscale structure. To confirm the reliability of the DREEM, as a measure to evaluate the appropriateness of the educational environment of health professionals, further work is required to establish the psychometric properties of the DREEM, with a range of student populations.
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Affiliation(s)
- Brett Vaughan
- Discipline of Osteopathic Medicine, College of Health & Biomedicine, Victoria University, Melbourne, Australia
- Institute of Sport, Exercise and Active Living, Victoria University, Melbourne, Australia
| | - Jane Mulcahy
- Discipline of Osteopathic Medicine, College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Patrick McLaughlin
- Discipline of Osteopathic Medicine, College of Health & Biomedicine, Victoria University, Melbourne, Australia
- Institute of Sport, Exercise and Active Living, Victoria University, Melbourne, Australia
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Vaughan B, Carter A, Macfarlane C, Morrison T. The DREEM, part 1: measurement of the educational environment in an osteopathy teaching program. BMC MEDICAL EDUCATION 2014; 14:99. [PMID: 24884931 PMCID: PMC4048620 DOI: 10.1186/1472-6920-14-99] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2014] [Accepted: 04/11/2014] [Indexed: 05/07/2023]
Abstract
BACKGROUND Measurement of the educational environment has become more common in health professional education programs. Information gained from these investigations can be used to implement and measure changes to the curricula, educational delivery and the physical environment. A number of questionnaires exist to measure the educational environment, and the most commonly utilised of these is the Dundee Ready Educational Environment Measure (DREEM). METHODS The DREEM was administered to students in all year levels of the osteopathy program at Victoria University (VU), Melbourne, Australia. Students also completed a demographic survey. Inferential and correlational statistics were employed to investigate the educational environment based on the scores obtained from the DREEM. RESULTS A response rate of 90% was achieved. The mean total DREEM score was 135.37 (+/- 19.33) with the scores ranging from 72 to 179. Some subscales and items demonstrated differences for gender, clinical phase, age and whether the student was in receipt of a government allowance. CONCLUSIONS There are a number of areas in the program that are performing well, and some aspects that could be improved. Overall students rated the VU osteopathy program as more positive than negative. The information obtained in the present study has identified areas for improvement and will enable the program leaders to facilitate changes. It will also provide other educational institutions with data on which they can make comparisons with their own programs.
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Affiliation(s)
- Brett Vaughan
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
- Institute of Sport, Exercise and Active Living, Victoria University, Melbourne, Australia
| | - Annie Carter
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Chris Macfarlane
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Tracy Morrison
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
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Kossioni AE, Lyrakos G, Ntinalexi I, Varela R, Economu I. The development and validation of a questionnaire to measure the clinical learning environment for undergraduate dental students (DECLEI). EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2014; 18:71-9. [PMID: 24521086 DOI: 10.1111/eje.12051] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/15/2013] [Indexed: 05/25/2023]
Abstract
AIM The aim of this study was to develop and validate according to psychometric standards a self-administered instrument to measure the students' self-perceptions of the undergraduate clinical dental environment (DECLEI). MATERIALS AND METHODS The initial questionnaire was developed using feedback from dental students, experts' opinion and an extensive literature review. Critical incident technique (CIT) analysis was used to generate items and identify domains. Thirty clinical dental students participated in a pilot validation that generated a 67-item questionnaire. To develop a shorter and more practical version of the instrument, DECLEI-67 was distributed to 153 clinical students at the University of Athens and its English version to 51 students from various dental schools, attending the 2012 European Dental Students Association meeting. This final procedure aimed to select items, identify subscales and measure internal consistency and discriminant validity. RESULTS A total of 202 students returned the questionnaires (response rate 99%). The final instrument included 24 items divided into three subscales: (i) organisation and learning opportunities, (ii) professionalism and communication and (iii) satisfaction and commitment to the dental studies. Cronbach's α for the total questionnaire was 0.89. The interscale correlations ranged from 0.39 to 0.48. The instrument identified differences related to school of origin, age and duration of clinical experience. An interpretation of the scores (range 0–100) has been proposed. CONCLUSIONS The 24-item DECLEI seemed to be a practical and valid instrument to measure a dental school's undergraduate clinical learning environment.
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Tomás I, Millán U, Casares MA, Abad M, Ceballos L, Gómez-Moreno G, Hidalgo JJ, Llena C, López-Jornet P, Machuca MC, Monticelli F, Palés J. Analysis of the 'Educational Climate' in Spanish Public Schools of Dentistry using the Dundee Ready Education Environment Measure: a multicenter study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:159-168. [PMID: 23815693 DOI: 10.1111/eje.12025] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/08/2013] [Indexed: 06/02/2023]
Abstract
AIM To analyse the 'Educational Climate' (EC) of dental students in Spain. METHODS The study group consisted of 1391 students from nine Spanish Public Schools of Dentistry, who responded to the questionnaire based on 'Dundee Ready Education Environment Measure' (DREEM). This questionnaire has 50 items that are grouped into five domains: Learning, Teachers, Academic, Atmosphere and Social. RESULTS The global score on the EC was 123.1 (interpretation: 'EC more positive than negative'). The scores obtained in the different domains were: 28.0 in Learning (interpretation: 'a generally positive perception of learning'), 26.8 in Teachers (interpretation: 'teachers are going in the right direction'), 20.8 in Academic (interpretation: 'feeling more on the positive side'), 29.7 in Atmosphere (interpretation: 'a generally positive atmosphere') and 17.7 in Social (interpretation: 'social perception acceptable'). In seven items (14%), an average of <2 was detected, showing that there are some educational problem areas. Regarding the EC in the different Schools of Dentistry, an average of >100 was achieved in all of them, although there were two centres that showed significantly higher values of EC. CONCLUSIONS Spanish dental students felt that their EC was more positive than negative and considered that the different domains were positive and acceptable. However, they pointed out the existence of several educational problem areas associated with the development of a traditional curriculum. Accordingly, and in parallel with the implementation of an innovative curriculum in all Spanish Dental Schools in the coming years, immediate educational goals must address the problem areas identified, thereby further promoting a more positive perception of EC.
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Affiliation(s)
- I Tomás
- School of Medicine and Dentistry, University of Santiago de Compostela, Santiago de Compostela, Spain.
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