Perception of Learning Environment among Undergraduate Medical Students in Two Different Medical Schools through DREEM and JHLES Questionnaire
Introduction: Assessment of learning environment is essential to assess the acceptability of the curriculum among students. Several tools are available to assess undergraduate medical students’ perception of learning environment. Dundee Ready Education Environment Measure (DREEM) questionnaire i...
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| Format: | Article |
| Language: | English |
| Published: |
JCDR Research and Publications Private Limited
2017-02-01
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| Series: | Journal of Clinical and Diagnostic Research |
| Subjects: | |
| Online Access: | https://jcdr.net/articles/PDF/9248/23810_CE[Ra1]_F(GH)_PF1(SRI_RK)_PFA(AK_RK)_PF2(RB_DK)_PF3(AG_OM).pdf |
| _version_ | 1828495403120590848 |
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| author | Parama Sengupta Abhishek Sharma Nina Das |
| author_facet | Parama Sengupta Abhishek Sharma Nina Das |
| author_sort | Parama Sengupta |
| collection | DOAJ |
| description | Introduction: Assessment of learning environment is essential
to assess the acceptability of the curriculum among students.
Several tools are available to assess undergraduate medical
students’ perception of learning environment. Dundee Ready
Education Environment Measure (DREEM) questionnaire is the
most commonly used tool. Here, we have used both the widely
used DREEM questionnaire and a relatively new questionnaire
Johns Hopkins Learning Environment Scale (JHLES).
Aim: Assessment of students’ perception of learning environment
of two eastern Indian medical schools using DREEM and JHLES
questionnaire.
Materials and Methods: In this cross-sectional questionnaire
based study, 200 students from Nil Ratan Sircar Medical
College (NRSMC) and 78 students from College of Medicine
and Sagore Dutta Hospital (CMSDH) of 5th semester batch duly
completed the two questionnaires, DREEM scale and JHLES
tool. The DREEM questionnaire has 50 questions arranged
in five domains. The JHLES questionnaire has 28 questions
arranged in seven domains. Comparison of scores between the
two colleges was done by unpaired t-test.
Results: There were altogether 100 female and 178 male
participants with mean age of 20.46±0.67.
There were no significant difference between the overall DREEM
score (p=0.81) and the JHLES scores (p=0.10) obtained from NRSMC
and that obtained from CMSDH. Analysis of individual domain
scores on DREEM scale revealed that there were no significant
differences in domain scores for the two medical schools except
for Students’ Perception of Atmosphere (SPA) score (p=0.0086).
JHLES revealed significant differences in terms of engagement,
inclusion and safety, and physical space (p<0.001). The DREEM
and JHLES results revealed positive correlation (r=0.59).
Conclusion: Both DREEM and JHLES scores revealed
comparable results from two schools with positive correlation
between DREEM and JHLES tools, however some areas with
low scores require modification especially the domain assessing
Students’ Academic Self-Perception (SASP) and Students’
Social Self Perceptions (SSSP). |
| first_indexed | 2024-12-11T12:12:31Z |
| format | Article |
| id | doaj.art-0bfde0cf3e7048728e15cc831a9c83ba |
| institution | Directory Open Access Journal |
| issn | 2249-782X 0973-709X |
| language | English |
| last_indexed | 2024-12-11T12:12:31Z |
| publishDate | 2017-02-01 |
| publisher | JCDR Research and Publications Private Limited |
| record_format | Article |
| series | Journal of Clinical and Diagnostic Research |
| spelling | doaj.art-0bfde0cf3e7048728e15cc831a9c83ba2022-12-22T01:07:45ZengJCDR Research and Publications Private LimitedJournal of Clinical and Diagnostic Research2249-782X0973-709X2017-02-01112JC01JC0410.7860/JCDR/2017/23810.9248Perception of Learning Environment among Undergraduate Medical Students in Two Different Medical Schools through DREEM and JHLES QuestionnaireParama Sengupta0Abhishek Sharma1Nina Das2Assistant Professor, Department of Pharmacology, Nil Ratan Sircar Medical College and Hospital, Kolkata, West Bengal, India.Assistant Professor, Department of Pathology, College of Medicine and Sagore Dutta Hospital, Kolkata, West Bengal, India.Professor, Department of Pharmacology, Nil Ratan Sircar Medical College and Hospital, Kolkata, West Bengal, India.Introduction: Assessment of learning environment is essential to assess the acceptability of the curriculum among students. Several tools are available to assess undergraduate medical students’ perception of learning environment. Dundee Ready Education Environment Measure (DREEM) questionnaire is the most commonly used tool. Here, we have used both the widely used DREEM questionnaire and a relatively new questionnaire Johns Hopkins Learning Environment Scale (JHLES). Aim: Assessment of students’ perception of learning environment of two eastern Indian medical schools using DREEM and JHLES questionnaire. Materials and Methods: In this cross-sectional questionnaire based study, 200 students from Nil Ratan Sircar Medical College (NRSMC) and 78 students from College of Medicine and Sagore Dutta Hospital (CMSDH) of 5th semester batch duly completed the two questionnaires, DREEM scale and JHLES tool. The DREEM questionnaire has 50 questions arranged in five domains. The JHLES questionnaire has 28 questions arranged in seven domains. Comparison of scores between the two colleges was done by unpaired t-test. Results: There were altogether 100 female and 178 male participants with mean age of 20.46±0.67. There were no significant difference between the overall DREEM score (p=0.81) and the JHLES scores (p=0.10) obtained from NRSMC and that obtained from CMSDH. Analysis of individual domain scores on DREEM scale revealed that there were no significant differences in domain scores for the two medical schools except for Students’ Perception of Atmosphere (SPA) score (p=0.0086). JHLES revealed significant differences in terms of engagement, inclusion and safety, and physical space (p<0.001). The DREEM and JHLES results revealed positive correlation (r=0.59). Conclusion: Both DREEM and JHLES scores revealed comparable results from two schools with positive correlation between DREEM and JHLES tools, however some areas with low scores require modification especially the domain assessing Students’ Academic Self-Perception (SASP) and Students’ Social Self Perceptions (SSSP).https://jcdr.net/articles/PDF/9248/23810_CE[Ra1]_F(GH)_PF1(SRI_RK)_PFA(AK_RK)_PF2(RB_DK)_PF3(AG_OM).pdfcurriculumdomainsstudents’ perception of atmospherestudents’ academic selfperception (sasp)students’ social self-perceptions (sssp) |
| spellingShingle | Parama Sengupta Abhishek Sharma Nina Das Perception of Learning Environment among Undergraduate Medical Students in Two Different Medical Schools through DREEM and JHLES Questionnaire Journal of Clinical and Diagnostic Research curriculum domains students’ perception of atmosphere students’ academic selfperception (sasp) students’ social self-perceptions (sssp) |
| title | Perception of Learning Environment among Undergraduate Medical Students in Two Different Medical Schools through DREEM and JHLES Questionnaire |
| title_full | Perception of Learning Environment among Undergraduate Medical Students in Two Different Medical Schools through DREEM and JHLES Questionnaire |
| title_fullStr | Perception of Learning Environment among Undergraduate Medical Students in Two Different Medical Schools through DREEM and JHLES Questionnaire |
| title_full_unstemmed | Perception of Learning Environment among Undergraduate Medical Students in Two Different Medical Schools through DREEM and JHLES Questionnaire |
| title_short | Perception of Learning Environment among Undergraduate Medical Students in Two Different Medical Schools through DREEM and JHLES Questionnaire |
| title_sort | perception of learning environment among undergraduate medical students in two different medical schools through dreem and jhles questionnaire |
| topic | curriculum domains students’ perception of atmosphere students’ academic selfperception (sasp) students’ social self-perceptions (sssp) |
| url | https://jcdr.net/articles/PDF/9248/23810_CE[Ra1]_F(GH)_PF1(SRI_RK)_PFA(AK_RK)_PF2(RB_DK)_PF3(AG_OM).pdf |
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