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The DREEM, part 1: measurement of the educational environment in an osteopathy teaching program.

Vaughan B, Carter A, Macfarlane C, Morrison T - BMC Med Educ (2014)

Bottom Line: There are a number of areas in the program that are performing well, and some aspects that could be improved.The information obtained in the present study has identified areas for improvement and will enable the program leaders to facilitate changes.It will also provide other educational institutions with data on which they can make comparisons with their own programs.

View Article: PubMed Central - HTML - PubMed

Affiliation: College of Health & Biomedicine, Victoria University, Melbourne, Australia. brett.vaughan@vu.edu.au.

ABSTRACT

Background: Measurement of the educational environment has become more common in health professional education programs. Information gained from these investigations can be used to implement and measure changes to the curricula, educational delivery and the physical environment. A number of questionnaires exist to measure the educational environment, and the most commonly utilised of these is the Dundee Ready Educational Environment Measure (DREEM).

Methods: The DREEM was administered to students in all year levels of the osteopathy program at Victoria University (VU), Melbourne, Australia. Students also completed a demographic survey. Inferential and correlational statistics were employed to investigate the educational environment based on the scores obtained from the DREEM.

Results: A response rate of 90% was achieved. The mean total DREEM score was 135.37 (+/- 19.33) with the scores ranging from 72 to 179. Some subscales and items demonstrated differences for gender, clinical phase, age and whether the student was in receipt of a government allowance.

Conclusions: There are a number of areas in the program that are performing well, and some aspects that could be improved. Overall students rated the VU osteopathy program as more positive than negative. The information obtained in the present study has identified areas for improvement and will enable the program leaders to facilitate changes. It will also provide other educational institutions with data on which they can make comparisons with their own programs.

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DREEM subscale comparison for final year osteopathy students.
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Figure 2: DREEM subscale comparison for final year osteopathy students.

Mentions: The mean total score for the DREEM was 135 and according to the interpretation suggested by Lai et al. [19] and McAleer and Roff [16], the VU osteopathy program would be classified as more positive than negative. This result suggests that there are areas within the program that the students perceive as positive, but also areas requiring attention. Comparing the mean total DREEM score to those reported by Luciani et al. [13] in their study of European osteopathy programs, reveals the mean score is comparable to the British School of Osteopathy (BSO, UK) (133) and Centre Européen d'Enseignement Supérieur de l'Ostéopathie (CEESO, France) (130) but lower than Accademia Italiana Osteopatia Tradizionale (AIOT, Italy) (147). However, as these values only represent final year students, a valid approach [14] is to make a direct comparison with the final year students in the present study (Figure 2). The mean total DREEM score for year 5 students in the present study (133) again is comparable to the BSO and CEESO, as are the subscale mean scores. Luciani et al. [13] suggested the higher mean total and subscale scores at the Italian teaching institution were due to the smaller class sizes (up to 12 students), leading to more tutorial-like learning.


The DREEM, part 1: measurement of the educational environment in an osteopathy teaching program.

Vaughan B, Carter A, Macfarlane C, Morrison T - BMC Med Educ (2014)

DREEM subscale comparison for final year osteopathy students.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4048620&req=5

Figure 2: DREEM subscale comparison for final year osteopathy students.
Mentions: The mean total score for the DREEM was 135 and according to the interpretation suggested by Lai et al. [19] and McAleer and Roff [16], the VU osteopathy program would be classified as more positive than negative. This result suggests that there are areas within the program that the students perceive as positive, but also areas requiring attention. Comparing the mean total DREEM score to those reported by Luciani et al. [13] in their study of European osteopathy programs, reveals the mean score is comparable to the British School of Osteopathy (BSO, UK) (133) and Centre Européen d'Enseignement Supérieur de l'Ostéopathie (CEESO, France) (130) but lower than Accademia Italiana Osteopatia Tradizionale (AIOT, Italy) (147). However, as these values only represent final year students, a valid approach [14] is to make a direct comparison with the final year students in the present study (Figure 2). The mean total DREEM score for year 5 students in the present study (133) again is comparable to the BSO and CEESO, as are the subscale mean scores. Luciani et al. [13] suggested the higher mean total and subscale scores at the Italian teaching institution were due to the smaller class sizes (up to 12 students), leading to more tutorial-like learning.

Bottom Line: There are a number of areas in the program that are performing well, and some aspects that could be improved.The information obtained in the present study has identified areas for improvement and will enable the program leaders to facilitate changes.It will also provide other educational institutions with data on which they can make comparisons with their own programs.

View Article: PubMed Central - HTML - PubMed

Affiliation: College of Health & Biomedicine, Victoria University, Melbourne, Australia. brett.vaughan@vu.edu.au.

ABSTRACT

Background: Measurement of the educational environment has become more common in health professional education programs. Information gained from these investigations can be used to implement and measure changes to the curricula, educational delivery and the physical environment. A number of questionnaires exist to measure the educational environment, and the most commonly utilised of these is the Dundee Ready Educational Environment Measure (DREEM).

Methods: The DREEM was administered to students in all year levels of the osteopathy program at Victoria University (VU), Melbourne, Australia. Students also completed a demographic survey. Inferential and correlational statistics were employed to investigate the educational environment based on the scores obtained from the DREEM.

Results: A response rate of 90% was achieved. The mean total DREEM score was 135.37 (+/- 19.33) with the scores ranging from 72 to 179. Some subscales and items demonstrated differences for gender, clinical phase, age and whether the student was in receipt of a government allowance.

Conclusions: There are a number of areas in the program that are performing well, and some aspects that could be improved. Overall students rated the VU osteopathy program as more positive than negative. The information obtained in the present study has identified areas for improvement and will enable the program leaders to facilitate changes. It will also provide other educational institutions with data on which they can make comparisons with their own programs.

Show MeSH