# Perceptions of the Learning Environment by Undergraduate Medical Students at Government Medical College, Datia: A DREEM Study

## TL;DR

This study assesses the learning environment at a government medical college in India using a standard tool, finding mostly positive perceptions but areas needing improvement.

## Contribution

The study evaluates the educational environment at a newer Indian medical college using DREEM, highlighting specific areas for improvement.

## Key findings

- The overall DREEM score indicates a positive perception of the learning environment.
- Lower scores were observed in subscales related to teachers' perception and social self-perception.
- Significant differences in scores were found across academic batches, with the 2019 cohort scoring lower.

## Abstract

Introduction: The quality of the educational environment significantly impacts how a medical student is going to work in the future as a doctor. The Dundee Ready Educational Environment Measure (DREEM) is a validated tool for assessing this environment. In Madhya Pradesh, India, newer medical colleges have been established, but their educational climates are under-evaluated.

Objective: To evaluate the perceptions of the educational environment among undergraduate medical students at Government Medical College, Datia, using the DREEM questionnaire.

Methods: A descriptive, cross-sectional study was conducted using the 50-item DREEM questionnaire distributed electronically to undergraduate medical students across six batches (2018-2023). Data from 193 respondents (98 male, 95 female) were analysed using descriptive statistics, independent samples t-tests (for gender comparison), and one-way ANOVA (for batch comparison). Internal consistency was assessed using Cronbach's alpha.

Results: The overall mean DREEM score was 128.7 ± 6.40 out of 200, indicating a more positive than negative perception of the environment. The tool demonstrated excellent internal consistency (Cronbach's α = 0.93). Subscale analysis revealed relatively lower scores for Students’ Perception of Teachers (SPT; 27.9 ± 3.01 / 44) and Students’ Social Self-Perception (SSSP; 16.1 ± 2.73 / 28). No significant difference was found between genders in total DREEM scores (p=0.64). However, a statistically significant difference was observed across academic batches (F(5, 187) = 4.05, p=0.002), with the 2019 cohort reporting significantly lower scores than the 2021 and 2022 cohorts.

Conclusion: Students at GMC, Datia, generally perceive their learning environment positively. However, the study identifies critical needs for improvement in social support systems and a shift from teacher-centered, factual learning toward student-centered methodologies.