Dundee Ready Educational Environment Measure Research

Dundee effect cultivational surroundings Measure ResearchAbstract emphasize DREEM (Dundee Ready educational environs Measure) is a validated and global tool for assessing informational surroundings. It can be used to make comparative summary of educational environs. Our puzzle is to need checkup school students science of their milieu and correlate this with cGPA, gender and year of study.Materials and Method This cross-section(a) study involved students of semesters 5, 7 and 9 of Dow aesculapian College from August 2013 to August 2014. DREEM questionnaires were provided to participants in written form. descriptive statistics were used to evaluate retrieve and SD take in for quantity DREEM and DREEM mans. ANOVA was used to categorize any summercater related to tercet semesters and unpaired t- test was used to classify gender related variances.Results Total chip of respondents was 246 (response esteem=82.0%), of which 69(28.04%) were males and 177(71.95%) were females. Total DREEM place was careful as 110.4/200(55.2%). Maximum stimulate was established in the theatre of operations of students self- kind perception (56.8%) and lowest in stadium of students perceptions of learning (53.3%). closure The research shows that students perception of their educational environment is slimly more than(prenominal) positive than average. It is clear that cGPA does not have an enormous impact on the mindset of students as commonly perceived.Key Words Dundee Ready Education Environment Measure, educational environment, cGPA, undergraduate, checkup education.BackgroundThe educational environment defined as everything that happens within the classroom, campus or university as whole is crucial in determining the success of undergraduate medical education 1. In 1998, the World Federation for medical examination Education highlighted the learning environment as single of the determining component parts in the rating of medical education programs 2. medical exam educators widely agree upon the fact that the effects of the educational environment, both academic and clinical, are important determinants of medical students attitude, knowledge and skill 2. The key to the provision of highly motivated, student centered education is precise evaluation of the academic and clinical aspects of a medical introduction. For such highly persona and accurate assessment, there is a need of comprehensive and valid tool 3, 4, 5, 6, 7, 8.For decades, researchers have assessed and developed various tools to measure learning environment in primary and secondary education as closely as for tertiary education 9, 10, 11. In health profession, nursing educational system and their perceived environment has been studied comprehensively as well 12, 13, 14, 15. Educators and researchers have attempted to define and measure the medical education environment as basis for implementing modifications and hence optimizing the educational environment 16 , 17, 18, 19. The most widely used contemporary tool is almost certainly the Dundee Ready Education Environment Measure (DREEM) 20. The DREEM is a 50-item measure of students perceptions of their learning environment which projects suckers on louvre domains. These five domains are labeled as, students perception of learning, perception of course organizers, academic self-perception, perception of atmosphere and sociable self-perception 21. DREEM questionnaire, developed by an international Delphi panel, has been applied to several undergraduate courses for health professionals worldwide. It produces global readings and diagnostic analyses which allows quality comparisons to be made in the performance and effectiveness of different medical schools. This instrument has been translated into Spanish, Portuguese, Arabic, Chinese, Dutch Swedish, Norwegian, Malayan and Thai and used in several settings including the Middle East, Thailand, Nepal and Nigeria 22, 23,24. It is currently be ing utilized in the medical schools of the UK, Canada, Ireland, Thailand, Indonesia, Malaysia, Norway, Sweden, Venezuela, the West Indies, Sri Lanka, Oman and the Kingdom Of Saudi Arabia to evaluate the students perception and help medical and health schools to recognize their educational priorities and as a result, introduce more effective measures 25, 26, 27, 28, 29 30Dow health check College, located in Karachi, is one of the oldest medical schools in Pakistan. In 2003, it became a constituent college of the newly formed Dow University of wellness Sciences. Gradual hardly definitive changes in the teaching strategies are being implemented at Dow medical checkup College. With the batch of 2009, Dow University of Health Sciences has introduced an integrated modular computer program. Dow University is the first public sector medical university of Pakistan to have introduced this modern method of education. The curriculum has been developed by a strong team of faculty members of the University and this has greatly enhanced the teaching standards. Moreover, it has prove to greatly impact students perception of their learning environment. The course work of five years has been divided into 10 semesters and a semester examination is conducted at the end of the course of 6 months. Modular and midterm examinations are held for continual appraisal of students.The rationale of this study is to evaluate the effect of cGPA on the students perception of educational environment at Dow medical exam College, and to assess any differences in perception related to gender and year of study employ Dundee Ready Education Environment Measure (DREEM).Materials and MethodsThis is a cross-sectional study, conducted on the target population of the students of semester 5, 7 9 of Dow Medical College, Karachi from 30th August 2013 to 30th August 2014. The study was approved by the Medical Ethics Committee of Dow University of Health Sciences.DREEM questionnaires were distribut ed to 246 students of semesters 5, 7 9. DREEM consists of 50 statements, grouped in five domains, relevant to the educational environment. The respondents were asked to read each statement carefully and to respond employ a five-point Likert scales ranging from powerfully agree to strongly disagree. Each item was scored as follows 4 for strongly agree, 3 for agree, 2 for uncertain, 1 for disagree and 0 for strongly disagree. The DREEM bloodline has a maximum score of 200. It consists of the following domainsStudents Perceptions of eruditeness (12 questions, maximum score 48)Students Perceptions of Teachers (11 questions, maximum score 44)Students Academic Self-Perceptions (8 questions, maximum score 32)Students Perceptions of Atmosphere (12 questions, maximum score 48)Students Social Self-Perceptions (7 questions, maximum score 28)It was made sure that the personal identity of the students remained anonymous. It was likewise explained that the data would not be forwarded to thi rd party. ahead distributing the research questionnaire to the students, a thorough explanation was given to them in order to describe the objectives dimensions of the study.Data was analyze using SPSS version-16.0. Descriptive statistics tool was used to evaluate arithmetic means and standard deviation for total DREEM all five sub-scales. ANOVA was used to categorize any variation related to three semesters and direct of significance was taken at p Results Response rate Response rate was 82% (246/300), scattering of response rate of students in selected semesters in chosen medical school was semester 5 101 (41.05%) semester 7 75 (30.48%) semester 9 70 (28.45%). Male and female students accounted for 69 (28.04%) and 177 (71.95%) for responding samples, respectively.Total DREEM mean score was calculated to be 110.4/200 (55.2%) among all three semesters.Components of put back 1, are Maximum and minimum scores of DREEM inventory and its five domains, arithmetic mean with standard deviation and percentage of mean score with interpretations.In carry over 1, the highest score was recorded in the domain of students social self-perceptions (56.8%) and lowest in the of students perception of learning domain (53.3%).Table 2 shows the mean scores of DREEM inventory in selected semesters. There has been a significant difference in the perceptions of students of 5th, 7th and 9th semesters regarding environment.Students of 9th semester hold a considerable positive attitude which is exhibited not only by their mean DREEM score but also when viewing all the domains of DREEM individually, with a maximum of 61.4% positivity in the domain of Students self-social perception and a minimum of 58.8% in the sub-scale of Students perception of atmosphere.Response of 7th semester students is slimly positive as shown by their mean DREEM score of 112/200 (56%), score being highest of 57.8% in the subscale of Students social self-perceptions and lowest of 54.3% in Students percept ion of teachers domain.Response of 5th semester students in all domains, though not in negative integers, is certainly poor being just 51.35% on the mean DREEM score of 102.7/200. Response rate is maximum in the sub-scale of Students social self-perceptions and minimum in Students perception of learningThese results show that students of all three semesters had maximum positive response as represented by their respective scores in the sub-scale of Students social self-perception. This is further explained under the section of discussions.Table 3 describes another objective of this study which is, the effect of cGPA on students mind-set regarding academic studies, social life and professors. Using DREEM inventory, it is remarkable to know that cGPA is an insignificant factor from canvass data. This is suggestive that cGPA is not an accurate representative of academic status of student at the medical college.Table 4 delineates difference in the observation of educational environment among male and female gender. Males were found to be more positive about educational environment with response rate of 58.1% on total DREEM score of 116.2/200 while females had the total DREEM score of 108.1/200 with response rate of 54.1%. Males response was substantially more positive in every subscale except Students academic self-perceptions domain which was determined as a non-significant factor in this comparison between males and females.DiscussionAccording to the practical guide of McAleer, a mean score between 50 and 100 indicates probable problems in the learning environment 31. In medical schools with a traditional curriculum, domain scores are found to be below 120 however, in modern, student-centered curriculums, the mean score is generally improved 32.The results presented herein revealed a mean score of 110.4/200 (55.2%) for the DREEM five domains. Subscale epitome exhibited maximum in the section of students social self-perceptions and lowest in domain of students p erception of learning.The DREEM score of students of 9th semester was slightly positive than students of 5th and 7th semesters presumably because they did not follow the modular system. Their studies were not fast paced and so they were not over burdened by the course. Since the modular system has specified a limited clock sequence span for the completion of each course comprehensively, the high burn out rate was apparent in students of this new, fast paced system. Hence the students of 5th and 7th semesters perceived the milieu more negatively than semester 9 students. lay out of cGPA on students academic lives was an important aspect of this study. From the results obtained, it is clear that cGPA did not have an enormous impact on the mind-set of students as commonly anticipated. This could be attributable to a fact that majority of the students at DMC, sooner of competing for marks, aimed to compete for practical expertise. From the response given by the students, it also appe ared that respondents of this research preferred their semester papers to be more clinically oriented in lieu of constructed on outmoded system which is based rote-learning.Students perception of the educational environment has a considerable influence on their performance, motivation and academic accomplishments. The analysis also showed the lowest score in the domain of students perception of self-learning. It could be attributable to compact learning time and challenging course. This is a point of concern because students are important stake holders of any educational institution and if they are not satisfied with the perception of self-learning then this matter should be taken into consideration by the concerned authorities with sincerity and wherever necessary, credence should be given to students opinion as well.The analysis explains the DREEM score of male students to be more positive than the female students. One reason of this might be the ratio of female students is much h igher than the ratio of male students in medical colleges which may be the cause of a competitive approach to learning amongst girls hence more chances of disappointments and negative opinions about the environment.Conclusion It is concluded that cGPA does not have an enormous impact on the mind-set of students. In all sub-scales, the DREEM score is slightly more positive than average. Mean DREEM score in all three semesters in Dow Medical College is 110.4/200 (55.2%). 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