Measurement of the educational environment in MBBS teaching program, according to DREEM in College of Medicine, University of Bahri, Khartoum, Sudan
Received 18 December 2017
Accepted for publication 7 May 2018
Published 4 September 2018 Volume 2018:9 Pages 617—622
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Md Anwarul Majumder
Karimeldin MA Salih,1,2 Muawia EA Idris,1 Omer A Elfaki,3 Nasir MN Osman,4 Saada M Nour,5 Hind A Elsidig,6 Rahamatalla M Toam,7 Walyeldin EM Elfakey1
1Department of Pediatrics, College of Medicine, University of Bahri, Khartoum, Sudan; 2Department of Medical Education, Faculty of Medicine, University of Bisha, Bisha, Saudi Arabia; 3Department of Health Professional Education, Medical College, University of Batterjee, Jeddah, Saudi Arabia; 4Department of Biochemistry, College of Medicine, University of Bahri, Khartoum, Sudan; 5Department of Microbiology, College of Medicine, University of Bahri, Khartoum, Sudan; 6Department of Pathology, College of Medicine, University of Bahri, Khartoum, Sudan; 7Faculty Registrar, College of Medicine, University of Bahri, Khartoum, Sudan
Introduction: Learning environment might be defined as anything that can affect the learning directly or indirectly. During the era of accreditation and quality assurance, we are badly in need to evaluate our program strength and pick possible areas for curriculum reform.
Objectives: The aim of this study was to investigate the perception of medical students in the University of Bahri (UB) about the educational environment and analyze the variation of this perception with gender, level of study, type of intake, type of certificate, and accommodation.
Methodology: This is a cross-sectional study that was conducted at the Faculty of Medicine, UB, in Sudan during July–August 2017, enrolling 347 students. Dundee Ready Education Environment Measure (DREEM) questionnaire was used as a survey tool for this study.
Results: Overall DREEM average score of 125.2997/200 is perceived. This score is distributed in all DREEM subclasses.
Conclusion: Having some negative perceptions is a huge burden on policymakers, administration, and all stakeholders to revise the whole educational environment at the UB with special efforts needed for curriculum revision, faculty development, mentoring, and other skills development.
Keywords: DREEM, measurement, educational environment, perceptions
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