Students’ perceptions of the academic learning environment in seven medical sciences courses based on DREEM

• Main Authors: Bakhshialiabad H, Bakhshi M, Hassanshahi G
• Format: Article
• Language: English
• Published: Dove Medical Press 2015-03-01
• Series: Advances in Medical Education and Practice
• Online Access: http://www.dovepress.com/studentsrsquo-perceptions-of-the-academic-learning-environment-in-seve-peer-reviewed-article-AMEP

Hamid Bakhshialiabad,1 Mohammadhosien Bakhshi,2 Gholamhossein Hassanshahi3 1Department of Medical Education, Rafsanjan University of Medical Sciences, Rafsanjan, Iran; 2Shahid Sodoghy University of Medical Sciences, Yazd, Iran; 3Department of Microbiology, Hematology and Immunology, Faculty of Medicine, Rafsanjan University of Medical Sciences, Rafsanjan, Iran Objective: Learning environment has a significant role in determining students’ academic achievement and learning. The aim of this study is to investigate the viewpoints of undergraduate medical sciences students on the learning environment using the Dundee Ready Education Environment Measure (DREEM) at Rafsanjan University of Medical Sciences (RUMS). Methods: The descriptive cross-sectional study was performed on 493 medical sciences students in the following majors: nursing, midwifery, radiology, operating room nursing, laboratory sciences, medical emergency, and anesthesia. The DREEM questionnaire was used as a standard tool. Data were analyzed using SPSS (v17) software. Student's t-tests and analysis of variance (ANOVA) statistical tests were used. Results: The mean of the achieved scores in the five domains was 113.5 out of 200 (56.74%), which was considered to be more positive than negative. The total mean scores for perception of learning, teaching, and atmosphere were 27.4/48 (57.24%), 24.60/44 (55.91%), and 26.8/48 (55.89%), respectively. Academic and social self-perceptions were 20.5/32 (64.11%) and 15.7/28 (56.36%), respectively. The total DREEM scores varied significantly between courses (P<0.01). The total scores of the students of operating room nursing, anesthesia, and laboratory sciences, first year students, and females were significantly higher than the other students (P<0.01). Conclusion: The results have suggested that the students of medical sciences courses at RUMS generally hold positive perceptions toward their course environment. The differences between courses and their study pathway should be further investigated by analysis of specific items. Our results showed that it is essential for faculty members and course managers to make more efforts toward observing principles of instructional designs, to create an appropriate educational environment, and to reduce deficits in order to provide a better learning environment with more facilities and supportive systems for the students. Keywords: students, learning environment, educational programs, Rafsanjan University of Medical Science