Document Type : Original Article
Authors
1 Ph.D. in Health Education and Health Promotion, Associate Professor, Department of Health Education and Health, Promotion School of Medical Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 Ph.D. Student in Health Promotion and Health Education, Department of Health, School of Public Health, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Abstract
Background & Objective: Universities use different tools to evaluate their own teaching practices and many factors are involved in the education process that may affect learning This study aimed to evaluate educational environment from the view of clinical psychology student of the Science and Research Branch of the Islamic Azad University Tehran Iran based on the Dundee Ready Educational Environment Measure (DREEM) model Methods: This descriptive study was conducted on 30 female students of clinical psychology in Islamic Azad University The subjects were selected through convenience sampling method Data were collected using DREEM and analyzed using SPSS software Results: The majority of samples were 1823 years old and 767% of them were single The mean and standard deviation of students perception score in the 5 domains of learning (total score = 60) teachers (total score = 55) academic ability (total score = 40) educational environment (total score = 50) and social conditions (total score = 35) respectively were 4099 ± 1352 3707 ± 1076 2364 ± 889 3917 ± 1474 and 2220 ± 878 No statistically significant difference was observed between demographic information and mean educational environment score (P < 0001) Conclusion: An important characteristic of the social status of the university is that it directly impacts education Thus the improvement of this status must be prioritized by officials In this respect holding training and retraining classes in order to gain learning skills and improve educational environments consulting students and designing problem management methods may be effective in the educational empowerment of students
Keywords
- Michael F. Educational research and innovation centre for educational research and innovation. [Cited 2011 Aug 20]. Available from: http://www.oecd.org/edu/ceri/brochure_CERI-final-all--web%20Aug%202013-size.pdf.
- Seyedabbaszadeh MM. Educational management theory, search and action. (translation). Cecil GM, Hoy KW. 4nd ed, Oroumiye: University Publishing ,Oroumiye; 1991;186-187. [In Persian]
- Preble B, Gordon R. Transforming School Climate and Learning Beyond Bullying and Compliance. New England: ebook publishing; 2011; 102-10.
- Faghani M, Jouybari L, Sanagoo A, Mansouriyan A. Views of learners on learning environment based on the model DREEM in Golestan University. J Med Edu Dev. 2013; 6 (12):43-50. [in Persian]
- Arabshahi S, Kohpaye Zadeh J. University Teachers’ Point of View about Educational Environment in Major Clinical Wards in Educational Hospitals of Iran University of Medical Sciences, Based on Modified DREEM Model. J Strides Dev Med Educ. 2009; 6 (1):29-33. [In Persian]
- Menaka D, Lokuhetty P, Warnakulasuriya R. Students’ perception of the educational environment in a Medical Faculty with an innovative curriculum in Sri Lanka. South‐East Asian Journal of Medical Education 2011;4(1):9-
- Iwasiw C, Goldenberg D, Andrusyszyn M. Curriculum Development in Nursing Education. Canada: Jones & Bartlett; 2009: 38-42
- Habibzade H, Kazemi N, Mhammadpr Y, Khalkhali H. The effect of portfolio educational plan on the perception of nursing students in a clinical educational environment: based on dreem model. J Urmia Nurs Midwifery Faculty. 2013; 11(1): 14-21. [In Persian].
- Feldmann D, Timothy R. Advances in Accounting Education: Teaching and Curriculum Innovations. London: Emerald Group; 2012: 60-69.
- Kern D, Patricia A, Hughes, M. Curriculum Development for Medical Education: A Six-Step Approach. Maryland: The Johns Hopkins University Press; 2009.
- Mojahed S, Nasiriani K, Salimi T, Lotfi H, Khodayarian M. The viewpoints of students in Yazd University of Medical Sciences on selection of adviser faculties. J Strides Dev Med Educ. 2012; 8 (2):115-23.[In Persian]
- Avizhgan M, Mirshah Jafari E, Nasr A, Changiz T. How do faculty members see the curriculum leadership role in post graduate? a qualitative research. J Strides Dev Med Educ. 2014; 11(2):153-69. [In Persian]
- Jawaid M, Raheel S, Ahmed F, Aijaz H. Students’ perception of educational environment at Public Sector Medical University of Pakistan. J Res Med Sci. 2013; 18(5): 417–21.
- Al-Naggar1 R, Abdulghani M, Osman M. The Malaysia DREEM: Perception of medical students about the learning environment in a medical school in Malaysia. Adv Med Educ Pract. 2014; 5:177–84.
- Zawawi A, Elzuber M. Using DREEM to compare graduating students' perceptions of learning environments at medical schools adopting contrasting educational strategies. Med Teach. 2012; 34(1): S25–31.
- Ömer Tontuş H. DREEM; dreams of the educational environment as its effect on education result of 11 Medical Faculties of Turkey. Journal of experimental and clinical medicine 2010; 27:104-8.
- Roff S. The Dundee Ready Educational Environment Measure (DREEM)-a generic instrument for measuring students' perceptions of undergraduate health professions curricula. Med Teach. 2005; 27(4):322-5
)