ArticleBMC medical education2025
Evaluation of the dental educational environment in upper Egypt using the DREEM tool: a cross-sectional study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAssessment of the educational environment (EE) encompasses an evaluation of all elements that influence students’ learning experiences to enhance the quality of dental education programs. The Dundee Ready Education Environment Measure (DREEM) is a reliable tool that evaluates perceptions of undergraduate students on their EE through five subscales. Accordingly, the current study aimed to assess the dental EE in Upper Egypt using the DREEM tool.
methodsThis study was conducted throughout the academic year (2024–2025) at the Faculty of Dentistry, Beni-Suef University (FDBSU). An electronic questionnaire was distributed among undergraduate students. It included the English and Arabic versions of the DREEM questionnaire. Independent t-tests and one-way ANOVA (F-test) have been used to examine differences in the total DREEM scores and the subscales among different academic years and academic phases. The Cronbach’s alpha test was used to assess the reliability of the questionnaire.
resultsFrom a total of 495 approached students, 235 students responded to the questionnaire (response rate of 47.5%). The total DREEM score was 128.59 ± 25.4, indicating a more positive than negative environment. The Cronbach’s Alpha test value was 0.94. There were no statistically significant differences total DREEM score between students across all demographic variables, including gender, academic phase, nationality, and residence location. There were significant differences across different academic years in Students’ Perception of Learning (SPL) (P = 0.043) and Students’ Academic Self-Perception (SAP) (P = 0.025), while other subscales showed no significant differences across different academic years.
conclusionsPerceptions of students regarding the EE reveal equality and quality that are positive across genders, nationalities, or preclinical and clinical phases, providing all students with the necessary tools and opportunities to attain their full potential. Customized support may be necessary across various academic years in two subscales, SPL and SAP. Improvements in any of these elements will positively impact all aspects of the EE.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.