ArticleAdvances in medical education and practice2024
Assessing the Learning Environment Perception Among Medical Students at a Tertiary Referral Hospital in Saudi Arabia.
Article in Advances in medical education and practice, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Educational environment perceptions across curriculum formats: structural associations among DREEM domains and academic self-perceptions.Frontiers in medicine · 2026Article
- The Relationship Between Transition Shock and Nursing Informatics Competency in Nursing Interns: A Moderated Mediation Model of Psychological Empowerment and Teaching Hospital Grade.Journal of nursing management · 2026Article
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Authors and funding
7 authors.
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Abstract
Objective: To assess the perception of medical students at Alfaisal University College of Medicine (AUCOM) of their learning environment at a referral-based tertiary hospital in Riyadh, Saudi Arabia. Methods: The validated Dundee Ready Educational Environment Measure (DREEM) questionnaire was administered to all year 4 and year 5 students during the academic year 2020-2021. Scores were analyzed using the descriptors provided by the questionnaire developers and compared across different students' cohorts using SPSS. Results: The overall DREEM score was 120.45/200, which can be described as a "more positive than negative environment", indicating a positive perception with a potential for improvement. All domain scores were on the positive side except the "students' social self-perception" which had a score indicating a problematic area. Female students had a statistically significant more positive score in the domain "students' perception of learning" than male students. Scores for individual questions were persistently on the positive side except for eight questions that pointed to problematic areas in the curriculum. When compared between student cohorts, five questions had statistically significant difference in scores between students in both academic years, but only two of those had scores indicating concerning areas. Conclusion: Referral-based tertiary hospitals can be perceived positively by students as a learning environment in undergraduate medical education. We identified some areas of concern in our curriculum to be targeted by future research.
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