ArticleCureus2026
Perceptions of the Learning Environment by Undergraduate Medical Students at Government Medical College, Datia: A DREEM Study.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
introductionThe quality of the educational environment significantly impacts how a medical student is going to work in the future as a doctor. The Dundee Ready Educational Environment Measure (DREEM) is a validated tool for assessing this environment. In Madhya Pradesh, India, newer medical colleges have been established, but their educational climates are under-evaluated.
objectiveTo evaluate the perceptions of the educational environment among undergraduate medical students at Government Medical College, Datia, using the DREEM questionnaire.
methodsA descriptive, cross-sectional study was conducted using the 50-item DREEM questionnaire distributed electronically to undergraduate medical students across six batches (2018-2023). Data from 193 respondents (98 male, 95 female) were analysed using descriptive statistics, independent samples t-tests (for gender comparison), and one-way ANOVA (for batch comparison). Internal consistency was assessed using Cronbach's alpha.
resultsThe overall mean DREEM score was 128.7 ± 6.40 out of 200, indicating a more positive than negative perception of the environment. The tool demonstrated excellent internal consistency (Cronbach's α = 0.93). Subscale analysis revealed relatively lower scores for Students' Perception of Teachers (SPT; 27.9 ± 3.01 / 44) and Students' Social Self-Perception (SSSP; 16.1 ± 2.73 / 28). No significant difference was found between genders in total DREEM scores (p=0.64). However, a statistically significant difference was observed across academic batches (F(5, 187) = 4.05, p=0.002), with the 2019 cohort reporting significantly lower scores than the 2021 and 2022 cohorts.
conclusionStudents at GMC, Datia, generally perceive their learning environment positively. However, the study identifies critical needs for improvement in social support systems and a shift from teacher-centered, factual learning toward student-centered methodologies.
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