1Department of Physical Therapy, Faculty of Medicine, University of Chile, Santiago, Chile
2Department of Health Sciences Education, Faculty of Medicine, University of Chile, Santiago, Chile
3Laboratory for Scientific Image Analysis, Center for Medical Informatics and Telemedicine Program of Anatomy and Developmental Biology, Biomedical Science Institute, Faculty of Medicine, University of Chile, Santiago, Chile
4School of Medicine, Faculty of Medicine, University of Chile, Santiago, Chile
5Department of Theory and History of Education, Faculty of Philosophy and Educational Sciences, Basque Country University, UPV/EHU, Bilbao, Spain
© 2019, Korea Health Personnel Licensing Examination Institute
This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Authors’ contributions
Conceptualization: PQM. Formal analysis: MAJ. Methodology: PQM, ABS. Writing–original draft: PQM, MAAR. Writing–review and editing: JPC, PRG.
Conflict of interest
No potential conflict of interest relevant to this article was reported.
Funding
None.
DREEM subscale | Max score | All years (N=166) | First year (n=41) | Second year (n=50) | Third year (n=30) | Fourth year (n=45) | Significant differences by year level (P<0.05)b) | |||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Score±SD | % Max | Score±SD | % Max | Score±SD | % Max | Score±SD | % Max | Score±SD | % Max | |||
Total mean scorea) | 200 | 120.9±21.3 | 60.44 | 113.41c)±23.4 | 56.7 | 121.46c)±19.8 | 60.73 | 121.63c)±22.7 | 60.82 | 126.60c)±18.6 | 63.3 | 1:4 |
Perception of learning | 48 | 27.8±6.3 | 57.97 | 26.46d)±7.2 | 55.13 | 27.86d)±5.8 | 58.04 | 28.00d)±6.8 | 58.33 | 28.91d)±5.7 | 60.23 | NA |
Perceptions of teachersa) | 44 | 29.62e)±5.1 | 67.32 | 28.05e)±5.0 | 63.75 | 28.72e)±4.6 | 65.27 | 29.33e)±5.8 | 66.67 | 32.24e)±4.3 | 73.28 | 1:4, 2:4. |
Academic self-perceptionsa) | 32 | 20.79f)±4.5 | 64.97 | 18.12f)±4.8 | 56.63 | 21.68f)±4.2 | 67.75 | 21.33f)±3.7 | 66.67 | 21.87f)±4.1 | 68.33 | 1:2, 1:3, 1:4 |
Perceptions of atmosphere | 48 | 28.0g)±6.2 | 58.38 | 26.27g)±6.8 | 54.73 | 28.00g)±6.3 | 58.33 | 28.43g)±6.1 | 59.24 | 29.38g)±5.5 | 61.2 | NA |
Social self-perceptions | 28 | 14.6h)±3.9 | 52.28 | 14.51h)±3.9 | 51.83 | 15.2i)±4.3 | 54.29 | 14.53h)±3.7 | 51.9 | 14.20h)±3.5 | 50.71 | NA |
Values are presented as mean±SD or % Max.
DREEM, Dundee Ready Education Environment Measure; SD, standard deviation; NA, not applicable.
a) Statistically significant analysis of variance result.
b) Bonferroni-corrected for multiple comparisons. Interpretation:
c) more positive than negative;
d) a more positive approach;
e) moving in the right direction;
f) feeling more on the positive side;
g) a more positive atmosphere;
h) not a nice place; and
i) not too bad.
DREEM items | Total sample | First year | Second year | Third year | Fourth year |
---|---|---|---|---|---|
1. I am encouraged to participate in class. SPLSp | 2.6±0.9 | 2.5±0.8 | 2.6±1.0 | 2.8±0.8 | 2.6±0.8 |
2. The teachers are knowledgeable. SPTS | 3.6a)±0.5 | 3.7a)±0.5 | 3.6a)±0.5 | 3.6a)±0.6 | 3.6a)±0.5 |
3. There is a good support system for students who get stressed. SSSPS | 1.2b)±0.9 | 1.5b)±1.0 | 1.3b)±0.9 | 0.9b)±0.8 | 0.9b)±0.8 |
4. I am too tired to enjoy this course. SSSPS | 1.3b)±1.0 | 1.1b)±0.8 | 1.3b)±0.9 | 1.3b)±1.1 | 1.6b)±1.2 |
5. Learning strategies which worked for me before continue to work for me now. ASPSc | 2.1±1.2 | 1.61±1.4 | 2.2±1.1 | 2.2±1.2 | 2.5±1.1 |
6. The teachers are patient with patients. SPTS | 3.0±0.8 | 2.6±0.8 | 3.0±0.9 | 3.3±0.5 | 3.2±0.8 |
7. The teaching is often stimulating. SPLSp | 2.5±0.9 | 2.3±0.9 | 2.5±0.9 | 2.5±0.8 | 2.5±0.9 |
8. The teachers ridicule the students. SPTS | 2.5±0.9 | 2.5±0.9 | 2.2±0.7 | 2.4±1.1 | 3.0±0.7 |
9. The teachers are authoritarian. SPTS | 1.7b)±1.0 | 1.5b)±1.0 | 1.4b)±0.9 | 1.4b)±1.0 | 2.3±0.9 |
10. I am confident about passing this year. ASPSc | 2.9±0.9 | 2.7±1.0 | 3.2±0.8 | 2.4±1.1 | 3.1±0.7 |
11. The atmosphere is relaxed during clinical teaching. SPASt | 2.6±0.9 | 2.8±0.8 | 2.7±0.9 | 2.6±1.0 | 2.4±1.0 |
12. The school is well timetabled. SPASt | 1.6b)±1.1 | 1.6b)±1.1 | 1.8b)±1.1 | 1.8b)±1.1 | 1.3b)±1.1 |
13. The teaching is student-centered. SPLSp | 2.4±1.0 | 2.4±1.1 | 2.3±0.9 | 2.3±1.1 | 2.5±0.9 |
14. I am rarely bored in this course. SSSPS | 1.6b)±1.0 | 1.2b)±0.9 | 1.7b)±1.0 | 2.0b)±1.1 | 1.6b)±0.9 |
15. I have good friends in this school. SSSPS | 3.3±0.8 | 3.5±0.6 | 3.4±0.8 | 3.3±1.0 | 3.0±0.9 |
16. The teaching helps to develop my competence. SPLSp | 3.1±0.8 | 3.0±0.9 | 3.1±0.7 | 3.3±0.6 | 3.1±0.7 |
17. Cheating is a problem in this school. SPASt | 1.4b)±1.2 | 1.5b)±1.2 | 1.1b)±1.0 | 1.6b)±1.4 | 1.6b)±1.3 |
18. The teachers have good communication skills with patients. SPTS | 3.2±0.7 | 2.7±0.9 | 3.4±0.6 | 3.4±0.6 | 3.3±0.5 |
19. My social life is good. SSSPS | 3.0±1.0 | 2.7±1.3 | 3.1±0.8 | 3.1±0.9 | 3.0±0.9 |
20. The teaching is well-focused. SPLSp | 2.6±0.9 | 2.5±1.0 | 2.7±1.0 | 2.7±0.9 | 2.7±0.7 |
21. I feel I am being well-prepared for my profession. ASPSc | 3.1±0.8 | 3.0±0.9 | 3.2±0.8 | 3.1±0.8 | 3.1±0.7 |
22. The teaching helps to develop my confidence. SPLSp | 2.1±1.0 | 2.0b)±1.1 | 2.4±0.9 | 2.3±1.1 | 2.0b)±1.0 |
23. The atmosphere is relaxed during lectures. SPASt | 2.7±0.9 | 2.5±0.9 | 2.7±0.8 | 2.4±1.2 | 3.0±0.7 |
24. The teaching time is put to good use. SPLSp | 2.3±1.0 | 2.5±1.1 | 2.4±1.0 | 2.4±1.1 | 2.2±0.9 |
25. The teaching overemphasizes factual learning. SPLSp | 1.5b)±1.0 | 1.1b)±0.9 | 1.3b)±0.9 | 1.7b)±1.0 | 2.1±0.9 |
26. Last year’s work has been good preparation for this year’s work. ASPSc | 2.7±1.1 | 1.71±1.2 | 2.9±0.9 | 2.8±0.8 | 3.4±0.6 |
27. I am able to memorize all I need. ASPSc | 1.7b)±1.1 | 1.6b)±1.2 | 2.0b)±1.2 | 1.7b)±1.1 | 1.7b)±1.0 |
28. I seldom feel lonely. SSSPS | 2.6±1.1 | 2.5±1.2 | 2.6±1.0 | 2.7±1.1 | 2.6±0.9 |
29. The teachers are good at providing feedback to students. SPTS | 1.9b)±1.1 | 1.8b)±1.1 | 1.9b)±1.0 | 1.6b)±1.1 | 2.1±1.1 |
30. There are opportunities for me to develop interpersonal skills. SPASt | 2.3±1.1 | 1.9b)±1.1 | 2.3±1.2 | 2.4±1.1 | 2.5±0.9 |
31. I have learned a lot about empathy in my profession. ASPSc | 2.8±1.0 | 2.6±1.1 | 3.0±0.9 | 3.0±1.1 | 2.8±0.9 |
32. The teachers provide constructive criticism here. SPTS | 2.7±0.9 | 2.5±1.0 | 2.7±0.9 | 2.7±1.0 | 2.9±0.7 |
33. I feel comfortable in class socially. SPASt | 3.0±0.8 | 3.0±0.8 | 2.9±1.0 | 3.2±0.7 | 3.2±0.6 |
34. The atmosphere is relaxed during seminars/tutorials. SPASt | 2.7±0.9 | 2.7±1.0 | 2.5±0.9 | 2.6±1.1 | 2.8±0.7 |
35. I find the experience disappointing. SPASt | 2.8±0.9 | 2.7±0.9 | 2.9±0.8 | 2.7±1.1 | 2.9±0.9 |
36. I am able to concentrate well. SPASt | 2.2±1.1 | 2.1±1.2 | 2.2±1.0 | 2.2±1.2 | 2.3±1.2 |
37. The teachers give clear examples. SPTS | 2.8±0.8 | 2.7±0.8 | 2.8±0.7 | 2.7±0.8 | 3.1±0.7 |
38. I am clear about the learning objectives of the course. SPLSp | 2.5±1.0 | 2.5±0.8 | 2.5±0.8 | 2.1±1.3 | 2.7±1.0 |
39. The teachers get angry in class. SPTS | 2.7±0.9 | 2.5±0.9 | 2.5±0.8 | 2.5±0.9 | 3.2±0.6 |
40. The teachers are well prepared for their classes. SPTS | 3.3±0.7 | 3.4±0.7 | 3.3±0.7 | 3.4±0.8 | 3.4±0.6 |
41. My problem-solving skills are being well developed here. ASPSc | 2.4±0.9 | 2.2±1.0 | 2.4±0.9 | 2.8±0.8 | 2.4±0.8 |
42. The enjoyment outweighs the stress of studying Physical Therapy. SPASt | 1.6b)±1.1 | 1.3b)±1.1 | 1.8b)±1.0 | 1.7b)±1.4 | 1.8b)±1.1 |
43. The atmosphere motivates me as a learner. SPASt | 2.3±0.9 | 2.2±0.9 | 2.5±0.9 | 2.4±1.1 | 2.4±0.9 |
44. The teaching encourages me to be an active learner. SPLSp | 2.0±1.0 | 1.9b)±1.2 | 2.0b)±0.9 | 2.1±0.9 | 2.2±1.0 |
45. Much of what I have to learn seems to be relevant to a career in Physical Therapy. ASPSc | 2.9±0.9 | 2.8±1.1 | 2.9±1.0 | 3.4±0.6 | 2.9±0.9 |
46. My accommodation is pleasant. SSSPS | 1.7b)±1.2 | 2.1±1.2 | 1.8b)±1.2 | 1.2b)±1.2 | 1.5b)±1.0 |
47. Long-term learning is emphasized over short-term learning. SPLSp | 2.2±1.2 | 1.9b)±1.3 | 2.3±1.1 | 2.1±1.0 | 2.2±1.1 |
48. The teaching is too teacher-centered. SPLSp | 2.1±1.0 | 2.1±0.9 | 1.8b)±0.9 | 1.8b)±1.0 | 2.4±1.0 |
49. I feel able to ask the questions I want. SPASt | 2.7±1.0 | 2.0b)±1.1 | 2.6±1.0 | 2.8±1.0 | 3.2±0.7 |
50. The students irritate the teachers. SPTS | 2.2±1.0 | 2.2±1.0 | 2.1±0.9 | 2.3±1.1 | 2.4±1.0 |
Values are presented as mean±standard deviation.
DREEM, Dundee Ready Education Environment Measure; SPLS, items from the perception of learning subscale. SPTS, items from the perceptions of teaching subscale. ASPSc, items from the academic self-perceptions subscale. SPASt, items from the perceptions of atmosphere subscale. SSSPS, items from the social self-perceptions subscale.
a) Items with a mean score ≥3.5, particularly strong areas.
b) Items with a mean score ≤2, need particular attention.
Year of study | Total | Gender |
Age (yr) |
|||
---|---|---|---|---|---|---|
Male | Female | 18 | 19–23 | ≥24 | ||
I | 41 (24.7) | 23 (56.1) | 18 (43.9) | 9 (22.0) | 29 (70.7) | 3 (7.3) |
II | 50 (30.1) | 30 (60.0) | 20 (40.0) | 0 | 49 (98.0) | 1 (2.0) |
III | 30 (18.1) | 18 (36.0) | 12 (24.0) | 0 | 19 (63.3) | 11 (36.7) |
IV | 45 (27.1) | 23 (51.1) | 22 (48.9) | 0 | 29 (64.4) | 16 (35.6) |
Total (I–IV) | 166 (100.0) | 94 (56.6) | 72 (43.4) | 9 (5.4) | 126 (75.9) | 31 (18.7) |
DREEM subscale | Max score | All years (N=166) | First year (n=41) | Second year (n=50) | Third year (n=30) | Fourth year (n=45) | Significant differences by year level (P<0.05) |
|||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Score±SD | % Max | Score±SD | % Max | Score±SD | % Max | Score±SD | % Max | Score±SD | % Max | |||
Total mean score |
200 | 120.9±21.3 | 60.44 | 113.41 |
56.7 | 121.46 |
60.73 | 121.63 |
60.82 | 126.60 |
63.3 | 1:4 |
Perception of learning | 48 | 27.8±6.3 | 57.97 | 26.46 |
55.13 | 27.86 |
58.04 | 28.00 |
58.33 | 28.91 |
60.23 | NA |
Perceptions of teachers |
44 | 29.62 |
67.32 | 28.05 |
63.75 | 28.72 |
65.27 | 29.33 |
66.67 | 32.24 |
73.28 | 1:4, 2:4. |
Academic self-perceptions |
32 | 20.79 |
64.97 | 18.12 |
56.63 | 21.68 |
67.75 | 21.33 |
66.67 | 21.87 |
68.33 | 1:2, 1:3, 1:4 |
Perceptions of atmosphere | 48 | 28.0 |
58.38 | 26.27 |
54.73 | 28.00 |
58.33 | 28.43 |
59.24 | 29.38 |
61.2 | NA |
Social self-perceptions | 28 | 14.6 |
52.28 | 14.51 |
51.83 | 15.2 |
54.29 | 14.53 |
51.9 | 14.20 |
50.71 | NA |
DREEM items | Total sample | First year | Second year | Third year | Fourth year |
---|---|---|---|---|---|
1. I am encouraged to participate in class. SPLSp | 2.6±0.9 | 2.5±0.8 | 2.6±1.0 | 2.8±0.8 | 2.6±0.8 |
2. The teachers are knowledgeable. SPTS | 3.6 |
3.7 |
3.6 |
3.6 |
3.6 |
3. There is a good support system for students who get stressed. SSSPS | 1.2 |
1.5 |
1.3 |
0.9 |
0.9 |
4. I am too tired to enjoy this course. SSSPS | 1.3 |
1.1 |
1.3 |
1.3 |
1.6 |
5. Learning strategies which worked for me before continue to work for me now. ASPSc | 2.1±1.2 | 1.61±1.4 | 2.2±1.1 | 2.2±1.2 | 2.5±1.1 |
6. The teachers are patient with patients. SPTS | 3.0±0.8 | 2.6±0.8 | 3.0±0.9 | 3.3±0.5 | 3.2±0.8 |
7. The teaching is often stimulating. SPLSp | 2.5±0.9 | 2.3±0.9 | 2.5±0.9 | 2.5±0.8 | 2.5±0.9 |
8. The teachers ridicule the students. SPTS | 2.5±0.9 | 2.5±0.9 | 2.2±0.7 | 2.4±1.1 | 3.0±0.7 |
9. The teachers are authoritarian. SPTS | 1.7 |
1.5 |
1.4 |
1.4 |
2.3±0.9 |
10. I am confident about passing this year. ASPSc | 2.9±0.9 | 2.7±1.0 | 3.2±0.8 | 2.4±1.1 | 3.1±0.7 |
11. The atmosphere is relaxed during clinical teaching. SPASt | 2.6±0.9 | 2.8±0.8 | 2.7±0.9 | 2.6±1.0 | 2.4±1.0 |
12. The school is well timetabled. SPASt | 1.6 |
1.6 |
1.8 |
1.8 |
1.3 |
13. The teaching is student-centered. SPLSp | 2.4±1.0 | 2.4±1.1 | 2.3±0.9 | 2.3±1.1 | 2.5±0.9 |
14. I am rarely bored in this course. SSSPS | 1.6 |
1.2 |
1.7 |
2.0 |
1.6 |
15. I have good friends in this school. SSSPS | 3.3±0.8 | 3.5±0.6 | 3.4±0.8 | 3.3±1.0 | 3.0±0.9 |
16. The teaching helps to develop my competence. SPLSp | 3.1±0.8 | 3.0±0.9 | 3.1±0.7 | 3.3±0.6 | 3.1±0.7 |
17. Cheating is a problem in this school. SPASt | 1.4 |
1.5 |
1.1 |
1.6 |
1.6 |
18. The teachers have good communication skills with patients. SPTS | 3.2±0.7 | 2.7±0.9 | 3.4±0.6 | 3.4±0.6 | 3.3±0.5 |
19. My social life is good. SSSPS | 3.0±1.0 | 2.7±1.3 | 3.1±0.8 | 3.1±0.9 | 3.0±0.9 |
20. The teaching is well-focused. SPLSp | 2.6±0.9 | 2.5±1.0 | 2.7±1.0 | 2.7±0.9 | 2.7±0.7 |
21. I feel I am being well-prepared for my profession. ASPSc | 3.1±0.8 | 3.0±0.9 | 3.2±0.8 | 3.1±0.8 | 3.1±0.7 |
22. The teaching helps to develop my confidence. SPLSp | 2.1±1.0 | 2.0 |
2.4±0.9 | 2.3±1.1 | 2.0 |
23. The atmosphere is relaxed during lectures. SPASt | 2.7±0.9 | 2.5±0.9 | 2.7±0.8 | 2.4±1.2 | 3.0±0.7 |
24. The teaching time is put to good use. SPLSp | 2.3±1.0 | 2.5±1.1 | 2.4±1.0 | 2.4±1.1 | 2.2±0.9 |
25. The teaching overemphasizes factual learning. SPLSp | 1.5 |
1.1 |
1.3 |
1.7 |
2.1±0.9 |
26. Last year’s work has been good preparation for this year’s work. ASPSc | 2.7±1.1 | 1.71±1.2 | 2.9±0.9 | 2.8±0.8 | 3.4±0.6 |
27. I am able to memorize all I need. ASPSc | 1.7 |
1.6 |
2.0 |
1.7 |
1.7 |
28. I seldom feel lonely. SSSPS | 2.6±1.1 | 2.5±1.2 | 2.6±1.0 | 2.7±1.1 | 2.6±0.9 |
29. The teachers are good at providing feedback to students. SPTS | 1.9 |
1.8 |
1.9 |
1.6 |
2.1±1.1 |
30. There are opportunities for me to develop interpersonal skills. SPASt | 2.3±1.1 | 1.9 |
2.3±1.2 | 2.4±1.1 | 2.5±0.9 |
31. I have learned a lot about empathy in my profession. ASPSc | 2.8±1.0 | 2.6±1.1 | 3.0±0.9 | 3.0±1.1 | 2.8±0.9 |
32. The teachers provide constructive criticism here. SPTS | 2.7±0.9 | 2.5±1.0 | 2.7±0.9 | 2.7±1.0 | 2.9±0.7 |
33. I feel comfortable in class socially. SPASt | 3.0±0.8 | 3.0±0.8 | 2.9±1.0 | 3.2±0.7 | 3.2±0.6 |
34. The atmosphere is relaxed during seminars/tutorials. SPASt | 2.7±0.9 | 2.7±1.0 | 2.5±0.9 | 2.6±1.1 | 2.8±0.7 |
35. I find the experience disappointing. SPASt | 2.8±0.9 | 2.7±0.9 | 2.9±0.8 | 2.7±1.1 | 2.9±0.9 |
36. I am able to concentrate well. SPASt | 2.2±1.1 | 2.1±1.2 | 2.2±1.0 | 2.2±1.2 | 2.3±1.2 |
37. The teachers give clear examples. SPTS | 2.8±0.8 | 2.7±0.8 | 2.8±0.7 | 2.7±0.8 | 3.1±0.7 |
38. I am clear about the learning objectives of the course. SPLSp | 2.5±1.0 | 2.5±0.8 | 2.5±0.8 | 2.1±1.3 | 2.7±1.0 |
39. The teachers get angry in class. SPTS | 2.7±0.9 | 2.5±0.9 | 2.5±0.8 | 2.5±0.9 | 3.2±0.6 |
40. The teachers are well prepared for their classes. SPTS | 3.3±0.7 | 3.4±0.7 | 3.3±0.7 | 3.4±0.8 | 3.4±0.6 |
41. My problem-solving skills are being well developed here. ASPSc | 2.4±0.9 | 2.2±1.0 | 2.4±0.9 | 2.8±0.8 | 2.4±0.8 |
42. The enjoyment outweighs the stress of studying Physical Therapy. SPASt | 1.6 |
1.3 |
1.8 |
1.7 |
1.8 |
43. The atmosphere motivates me as a learner. SPASt | 2.3±0.9 | 2.2±0.9 | 2.5±0.9 | 2.4±1.1 | 2.4±0.9 |
44. The teaching encourages me to be an active learner. SPLSp | 2.0±1.0 | 1.9 |
2.0 |
2.1±0.9 | 2.2±1.0 |
45. Much of what I have to learn seems to be relevant to a career in Physical Therapy. ASPSc | 2.9±0.9 | 2.8±1.1 | 2.9±1.0 | 3.4±0.6 | 2.9±0.9 |
46. My accommodation is pleasant. SSSPS | 1.7 |
2.1±1.2 | 1.8 |
1.2 |
1.5 |
47. Long-term learning is emphasized over short-term learning. SPLSp | 2.2±1.2 | 1.9 |
2.3±1.1 | 2.1±1.0 | 2.2±1.1 |
48. The teaching is too teacher-centered. SPLSp | 2.1±1.0 | 2.1±0.9 | 1.8 |
1.8 |
2.4±1.0 |
49. I feel able to ask the questions I want. SPASt | 2.7±1.0 | 2.0 |
2.6±1.0 | 2.8±1.0 | 3.2±0.7 |
50. The students irritate the teachers. SPTS | 2.2±1.0 | 2.2±1.0 | 2.1±0.9 | 2.3±1.1 | 2.4±1.0 |
Values are presented as number (%).
Values are presented as mean±SD or % Max. DREEM, Dundee Ready Education Environment Measure; SD, standard deviation; NA, not applicable. Statistically significant analysis of variance result. Bonferroni-corrected for multiple comparisons. Interpretation: more positive than negative; a more positive approach; moving in the right direction; feeling more on the positive side; a more positive atmosphere; not a nice place; and not too bad.
Values are presented as mean±standard deviation. DREEM, Dundee Ready Education Environment Measure; SPLS, items from the perception of learning subscale. SPTS, items from the perceptions of teaching subscale. ASPSc, items from the academic self-perceptions subscale. SPASt, items from the perceptions of atmosphere subscale. SSSPS, items from the social self-perceptions subscale. Items with a mean score ≥3.5, particularly strong areas. Items with a mean score ≤2, need particular attention.