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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 scores by osteopathy program year level.
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Figure 4: DREEM subscale scores by osteopathy program year level.

Mentions: Statistically significant differences were demonstrated for the total DREEM score and all subscale scores (FigureĀ 4). The pertinent results were the difference between the total DREEM score for year 2 students compared to all other year levels. This result was also generally reflected in the subscales, except Social self-perception. The year two student cohort has experienced a number of issues related to the teaching of the program, particularly in semester 1 and as such, the difference between year level is not unexpected. To establish whether the cohort itself accounts for the result rather than the course content or teaching, the DREEM should be re-administered at the same time in 2014.


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 scores by osteopathy program year level.
© Copyright Policy - open-access
Related In: Results  -  Collection

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

Figure 4: DREEM subscale scores by osteopathy program year level.
Mentions: Statistically significant differences were demonstrated for the total DREEM score and all subscale scores (FigureĀ 4). The pertinent results were the difference between the total DREEM score for year 2 students compared to all other year levels. This result was also generally reflected in the subscales, except Social self-perception. The year two student cohort has experienced a number of issues related to the teaching of the program, particularly in semester 1 and as such, the difference between year level is not unexpected. To establish whether the cohort itself accounts for the result rather than the course content or teaching, the DREEM should be re-administered at the same time in 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.

Show MeSH