PERCEPTION OF FOURTH-YEAR MEDICAL STUDENTS REGARDING THEIR EDUCATIONAL ENVIRONMENT IN THE PEDIATRIC UNIT OF KHYBER TEACHING HOSPITAL
Main Article Content
Abstract
Objectives: The study aimed to assess the students’ perception of the educational environment in the pediatric unit of Khyber teaching hospital using Dundee Ready Educational Environment Measures (DREEM).
Material and Methods: This cross-sectional, questionnaire-based study was conducted at the Department of Child Health Khyber Teaching Hospital Peshawar, Pakistan, from May to November 2019. The sample size included 220 students fourth-year students. The study instrument was the DREEM questionnaire, which has 50 items that assess five domains. There are 50 items with 5 subscales and the maximum score is 200. Descriptive statistics were used to calculate the mean and standard deviation of the DREEM and the five domains
Results: Of the 220 Students, 100 completed the questionnaire, resulting in a response rate of 45%. The total DREEM score was 113.14/200 (56.57%). The results showed that student’s perception of their learning environment was 27.31/48 (56.89%), the perception of teachers was 25.45/44 (57.84%), self-perception of their academics was 18.97/32 (59.28%), their perception of the atmosphere was 27.7/48 (57.7%), and social self-perception was 13.7/28 (48.96%).
Conclusion: The study found that the atmosphere in the pediatric ward of Khyber Teaching Hospital was perceived positively by the students. However, the total DREEM score and points in the subdomains did not fall in the excellent category and remained one step below the highest rank. Therefore, there is room for improvement in the educational climate at the pediatric ward of Khyber Teaching Hospital.
Keywords: Dundee Ready Educational Environment Measures (DREEM), educational environment measures.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in the Journal of Medical Sciences (JMS) are licensed under the Creative Commons Attribution 4.0 International License (CC-BY 4.0). Under the CC BY 4.0 license, author(s) retain the ownership of the copyright publishing rights without restrictions for their content, and allow others to copy, use, print, share, modify, and distribute the content of the article even for commercial purposes as long as the original authors and the journal are properly cited. No permission is required from the author/s or the publishers for this purpose. Appropriate attribution can be provided by simply citing the original article. The corresponding author has the right to grant on behalf of all authors, a worldwide license to JMS and its licensees in all forms, formats, and media (whether known now or created in the future), The corresponding author must certify and warrant the authorship and proprietorship and should declare that he/she has not granted or assigned any of the article’s rights to any other person or body.
The corresponding author must compensate the journal for any costs, expenses, or damages that the JMS may incur as a result of any breach of these warranties including any intentional or unintentional errors, omissions, copyright issues, or plagiarism. The editorial office must be notified upon submission if an article contains materials like text, pictures, tables, or graphs from other copyrighted sources. The JMS reserves the right to remove any images, figures, tables, or other content, from any article, whether before or after publication, if concerns are raised about copyright, license, or permissions and the authors are unable to provide documentation confirming that appropriate permissions were obtained for publication of the content in question.