Students' perceptions of learning environment in Guilan University of Medical Sciences

Mahdokht Taheri



 Background and purpose: There is an increasing interest and concern regarding the role of learning environment in undergraduate medical education in recent years. Educational environment is one of the most important factors determining the success of an effective curriculum. The quality of educational environment has been identified to be crucial for effective learning.we compared the perceptions of Basic sciences students and clinical phase regarding the learning environment and also to identify the gender related differences in their perceptions.
Method: In this study, the Dundee Ready Education Environment Measure (DREEM) inventory was used. The total score for all subscales is 200. In this study, DREEM was administered to undergraduate medical students of basic sciences students (n=120), and clinical phase (n= 100) and the scores were compared using a nonparametric test.
Results Between the two batches, basic sciences students were found to be more than satisfied with the learning environment at GUMS compared to the clinical phase. Gender wise, there was not much difference in the students' perceptions.
Conclusion: This study revealed that both groups of students perceived learning environment relatively more Negative than Positive in GUMS. It is essential for faculty members to place more efforts on observing principals of instructional design and create an appropriate educational environment in order to provide a better learning for students.



Full Text:




World Federation for Medical Education. International standards in medical education: assessment and accreditation of medical schools' educational programmes: A WFME position paper. Med Edu 1998; 32 (5):549-59.

Abraham R, Ramnarayan K, Vinod P, Tork S. Students, perceptions of learning environment in Indian medical school. BMC Med Educ 2008; 8:20.

Mayya SS, Roff S. Students' perceptions of Educational Environment: A comparison of Academic Achievers and under- Achievers at Kasturba Medical College, India. Educ Health 2004; 17(3):280-291.

Abraham RR, Ramnarayan K, Pallath V, Tork S. Perceptions of academic achievers and Under- achievers regarding learning environment of Melaka Manipal Medical College (Manipal Campus), Manipal,India,Using the DREEM Inventory. Available from:

Ayed I H, Sheik S A. Assessment of the educational environment at the College of Medicine of King Saud University, Riyadh. East Mediterr Health J 2008; 14(4): 953-9.

Roff S, Mcaleer S. Harden RM, Al-Qahtani M, Ahmed, AU, Deza H, Groenen, G,Prmaparyon P. Development and validation of the Dundee Ready Education Environment Measure (DREEM). Medical Teacher (1997); 19(4): 295-9.

Jiffry MTM, McAleer, Fernandoo S, Marasinghe RB: Using the DREEM questionnaire to gather baseline information on an evolving medical school in Sri Lanka. Med Teach 2005; 27(4):348-352.

Roff S, McAleer, Ifere OS, Bhattacharge S. A global diagnostic tool for measuring educational environment: comparing Nigeria and Nepal. Med Teach 2001; 23(4):378-382.

Varma R, Tiyagi E, and Gupta JK: Determining the quality of educational climate across multiple undergraduate teaching sites using the DREEM inventory. BMC Med Educ 2005; 5(1):8.

Pimparyon Pet al. Educational environment, student approaches to learning and academic achievement in a Thai nursing school. Med teach2000; 22 (4): 359-65.

Till H. Identifying the perceive weaknesses of new curriculum by means of the Dundee Ready Education Environment Measure (DREEM) Inventory. Med Teach 2004:26(1):39-45.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.