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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 programs at two Australian universities.
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Figure 3: DREEM subscale comparison for programs at two Australian universities.

Mentions: FigureĀ 3 demonstrates the mean DREEM subscale scores based on the data presented by Brown et al. [12] and data from the present study. The mean total DREEM score in the present study was equal to or higher than those for Midwifery (135), Pharmacy (133), Social Work (135) and Medical Imaging (135) but lower than Physiotherapy (140), Occupational Therapy (140), Emergency Health (143) and Dietetics and Nutrition (145). The Academic self-perception subscale score is comparable across all programs. The items in this subscale reflect the student as a learner rather than the educational program per se. Subsequently, it potentially reflects the similarity in student intakes given that Monash University and Victoria University are both in metropolitan Melbourne. There are small differences in the mean scores for the other subscales however it is not possible to determine if these differences are statistically significant when comparing the osteopathy program to those allied health programs at Monash University.


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 programs at two Australian universities.
© Copyright Policy - open-access
Related In: Results  -  Collection

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

Figure 3: DREEM subscale comparison for programs at two Australian universities.
Mentions: FigureĀ 3 demonstrates the mean DREEM subscale scores based on the data presented by Brown et al. [12] and data from the present study. The mean total DREEM score in the present study was equal to or higher than those for Midwifery (135), Pharmacy (133), Social Work (135) and Medical Imaging (135) but lower than Physiotherapy (140), Occupational Therapy (140), Emergency Health (143) and Dietetics and Nutrition (145). The Academic self-perception subscale score is comparable across all programs. The items in this subscale reflect the student as a learner rather than the educational program per se. Subsequently, it potentially reflects the similarity in student intakes given that Monash University and Victoria University are both in metropolitan Melbourne. There are small differences in the mean scores for the other subscales however it is not possible to determine if these differences are statistically significant when comparing the osteopathy program to those allied health programs at Monash University.

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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