Medical Students’ Perception of Educational Environment in a Newly Established Institute of National Importance in Eastern Uttar Pradesh: A Cross-Sectional, Questionnaire-Based Study

TL;DR

This study assesses medical students' perceptions of their educational environment in a new medical college in eastern Uttar Pradesh using the DREEM questionnaire.

Contribution

The study provides baseline data on students' perceptions in a newly established medical college to guide future improvements.

Findings

The overall DREEM score was 114.77, indicating a generally positive educational environment.

All five domains scored above 55%, showing favorable perceptions across learning, teachers, self-perceptions, atmosphere, and social aspects.

Abstract

Background

The educational environment in medical education is essential, as both physical and psychological factors significantly impact students’ learning experiences, well-being, and growth as medical professionals. A well-organized and supportive environment enhances student engagement, motivation, and academic performance. Assessing and enhancing the educational environment is crucial for ensuring its effectiveness. Students’ perceptions play a vital role in evaluating the learning atmosphere and its impact. The Dundee Ready Education Environment Measure (DREEM) is a well-established tool for assessing the educational environment. Collecting baseline data on students’ perceptions in a newly established medical college can provide valuable insights, serving as a foundation for implementing improvements and necessary changes to enhance the learning experience.

Methodology

A cross-sectional study was conducted among 412 medical students from all semesters (first to ninth semester). Students’ perceptions were assessed using the 50-item DREEM questionnaire, which covers five key domains, namely, students’ perception of learning (SPL), students’ perception of teachers (SPT), students’ academic self-perceptions (SASP), students’ perception of atmosphere (SPA), and students’ social self-perceptions (SSSP). Responses were recorded on a five-point Likert scale, and the data were analyzed using appropriate statistical methods, with a significance level set at a p-value <0.05.

Results

The mean DREEM score and the mean domain scores were calculated. The mean global DREEM score was 114.77 ± 5.40, indicating a generally positive perception of the educational environment. The total score for the SPL domain was 28.74 out of 48 (60%), reflecting a predominantly positive perception. The SPT domain scored 24.72 out of 44 (56%), suggesting progress in the right direction. The SASP domain had a total score of 17.95 out of 32 (56%), indicating a leaning toward a positive outlook. The SPA domain scored 26.9 out of 48 (56%), signifying a favorable atmosphere, while the SSSP domain had a score of 15.96 out of 28 (57%), interpreted as not too bad.

Conclusions

All domain scores exceeded 55%, and the overall total score of 114.77 on the DREEM scale confirmed a predominantly positive perception of the educational environment.

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