Kosin Med J.  2022 Dec;37(4):299-310. 10.7180/kmj.22.129.

Students’ perceptions of the learning environment at a medical school in Korea: comparisons of the most recent 4 years’ results using the Dundee Ready Education Environment Measure (DREEM)

• Kim S

• KMID: 2538861
• DOI: http://doi.org/10.7180/kmj.22.129

Abstract

Background
The learning environment is an essential factor influencing students’ educational processes and personal quality of life. The purpose of this study was to examine medical students’ perceptions of the learning environment at a medical school over the most recent 4 years and explore possibilities for learning environment reform and revision based on the results.
Methods
Participating students were asked about their perceptions of the learning environment using the Dundee Ready Education Environment Measure (DREEM) questionnaire, which was distributed to first-year, third-year, and fourth-year students, representing each learning period. In total, 349 students participated in this study. Analysis of variance was conducted to determine differences in DREEM scores among years and learning periods.
Results
There were no statistically significant differences in DREEM scores by year and learning period, except for students’ perceptions of teachers and students’ perceptions of atmosphere. However, in an analysis of differences in DREEM scores in the class of 2018 cohort by learning period, four domains of the DREEM (except for students’ academic self-perceptions) and the total DREEM score were found to be significantly different.
Conclusions
Students’ perceptions of the learning environment at Kosin University College of Medicine were relatively high. The total score increased from 2019 to 2022, except for 2021. Another significant result was that basic science students had the highest perceptions, whereas students in basic clinical science had the lowest perceptions. To improve the learning environment for medical students, continuing support for students’ emotional stability, learning motivation, physical environment, social relationships, and counseling is essential.

Keyword

DREEM questionnaire; Medical students; Learning environment; Medical school; Quality of life

Figure

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  Fig. 1. Graph comparing DREEM scores (%) by year. DREEM, Dundee Ready Education Environment Measure; SPL, students’ perceptions of learning; SPT, students’ perceptions of teachers; SAS, students’ academic self-perceptions; SPA, students’ perceptions of atmosphere; SSS, students’ social self-perceptions.

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  Fig. 2. Graph comparing DREEM scores (%) by learning period. DREEM, Dundee Ready Education Environment Measure; SPL, students’ perceptions of learning; SPT, students’ perceptions of teachers; SAS, students’ academic self-perceptions; SPA, students’ perceptions of atmosphere; SSS, students’ social self-perceptions.

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  Fig. 3. Graph comparing DREEM scores (%) for the class of 2018 cohort by learning period. DREEM, Dundee Ready Education Environment Measure; SPL, students’ perceptions of learning; SPT, students’ perceptions of teachers; SAS, students’ academic self-perceptions; SPA, students’ perceptions of atmosphere; SSS, students’ social self-perceptions.

Reference

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