Scientific Journal of Nursing, Midwifery and Paramedical Faculty

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Zotero  

sayyadi M, vahabi A, vahabi B, sayyad S, moradi M, rasoulabadi M et al . A survey of Kurdistan University of Medical Sciences students' perceptions of educational environment based on DREEM model in 2015. SJNMP 2017; 2 (4) :56-67
URL: http://sjnmp.muk.ac.ir/article-1-78-en.html

Abstract
Background & Aim: The prevailing atmosphere for teaching and learning is a determinant and effective factor in motivating learners to learn. The atmosphere can vary, as far as learning standards are concerned and can be close or far from these standards. The purpose of this study was to determine the Kurdistan University of Medical Sciences students' perceptions of the learning environment based on the DREEM model in 2015.

Methods & Materials: In this cross-sectional study, the population was Kurdistan University of medical sciences students. Among them, 300 people were selected by stratified sampling method. The data gathering tool was Dundee's questionnaire. The questionnaire had two parts. The demographic section included age, gender, marital status, educational level, and students’ school. Data was analyzed using SPSS version 20. To describe the collected data, descriptive statistics including frequency, mean and standard deviation, and the Mann-Whitney test were used to examine the relationship between students’ perception of university campus and binary variables such as gender. Kruskal Wallis statistical test was used to examine the relationship between student perception of the environment of the Educational system of university and variables of more than two states such as education level, and school.

Results: The mean score of students' perceptions about university education was 109.04±22.03. The minimum and maximum mean scores of the studied areas were 2.52±0.46 and 2.75±0.56, respectively, related to the students' perception of their own social conditions and the student's perception of their own academic ability. There was a significant difference between the school and the students' perception regarding educational environment (p=0.02). There was no significant difference between the other variables studied and the students' viewpoints about the educational environment of the university (p<0.05). 
Conclusion: Although a small percentage of students reported university environments badly, this low percentage could gradually lead to more discontent among them, and may even affect their academic achievement.