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Understanding Allied Health Undergraduate Student Journey Using the Dundee Ready Education Environment Measure

This study examines the perceptions of allied health undergraduate students regarding their learning environment using the Dundee Ready Education Environment Measure (DREEM). It tracks changes in student perceptions and identifies learner factors that correlate with these perceptions. Results show that the cohorts perceived their learning environment as more positive than negative, with stronger growth mindset associated with better perceptions.

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Understanding Allied Health Undergraduate Student Journey Using the Dundee Ready Education Environment Measure

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  1. Using the Dundee Ready Education EnvironmentMeasure to understand the allied healthundergraduate student journeyEric Chua, Benjamin Soon, May Lim

  2. Background

  3. Allied Health Degrees in Singapore straitstimes.com SIT: Only publicly funded Singaporean university with allied health degree programs

  4. Popular Choice of Study straitstimes.com 3 May 2016

  5. Cohort Sizes n=221 n=281 Participants of this study

  6. Study Objectives Track cohort changes in student perceptions of learning environment, as different cohorts undertake a given Year of Study Track longitudinal changes in student perceptions of learning environment, as each cohort progress in their program of study Identify learner factors that correlate with perceptions of learning environment

  7. Study Protocol

  8. Dundee Ready Education Environment Measure Genn (2001) in AMEE Guide No.23 clearly established the importance of educational climate DREEM was developed using input from 80 international medical educators (Roff et al 1997) Has been used a lot to measure educational environments (Chan et al 2018; 106 studies, 87% from Europe, Asia and Australasia; 78% in medicine, dentistry) And recently, with other tools to identify associations with learner factors (e.g. Tempski et al. 2015, with resilience) However, not many longitudinal studies, exploring correlation with learner factors, and comparison across disciplines

  9. Dundee Ready Education Environment Measure • The DREEM contains 50 statements relating to a range of topics directly relevant to education climate • Using a 5 point Likert-type scale ranging from strongly agree to strongly disagree • The 50-item DREEM has a maximum score of 200 indicating the ideal educational environment • The following is an approximate guide to interpreting the overall score: • 0-50 Very Poor • 51-100 Plenty of Problems • 101-150 More Positive than Negative • 151-200 Excellent • Interpret a score of 100 as an environment which is viewed with considerable ambivalence by the students and as such needs to be improved

  10. Dundee Ready Education Environment Measure • Five subscales: • Students’ perceptions of learning (e.g. I am encouraged to participate in teaching sessions, The teaching encourages me to be an active learner) • Students’ perceptions of course teachers (e.g. The teachers are knowledgeable, The teachers are authoritarian) • Students’ academic self perceptions (e.g. I feel I am being well prepared for my profession, My problem solving skills are being well developed here) • Students’ perceptions of atmosphere (e.g. The course is well timetabled, I find the experience disappointing) • Students’ social self perception (e.g. I have good friends in this course, I am too tired to enjoy this course

  11. Objective 1: Year 1 – Experience of AY16 vs AY17 cohorts

  12. Overall & Subscale Scores Score Interpretation Excellent More Positive than Negative Plenty of Problems AY16 (n=162) AY17 (n=245) All p > 0.05 (independent t-tests)

  13. Item Scores Average Score for Individual Qs r = 0.97

  14. Objective 2: Longitudinal follow-up – AY16 cohort, Year 1 vs 2 experience

  15. Overall & Subscale Scores ** ** More Positive than Negative ** p < 0.01 Paired t-tests (n=112)

  16. Item Scores Average Score for Individual Qs r = 0.94

  17. Objective 3: Correlation of environment perceptions with learner factors

  18. DREEM and Growth Mindset * # # p = 0.06 * p = 0.01 Linear regression (n=219) Stronger growth mindset was associated with better perceptions of the learning environment

  19. Summary – Programs The first and second cohorts both perceived their learning environment for Year 1 as ‘more positive than negative’; no significant drop in student perceptions despite ~30% increase in enrolment The first cohort reported a slight increase in perception of learning, and a slight drop in social self perceptions as they progressed from Year 1 to 2 Item scores were strongly correlated across cohort and year, highlighting some common concerns Stronger growth mindset was associated with better perceptions of the learning environment

  20. Discussion • Students’ voice - a standardised tool like DREEM can be used as part of overall program evaluation and monitoring; • Indicates ‘symptoms’ for further investigation, and improvement • Learner factors such as growth mindset associated with perception of learning environment; perhaps targets for interventions?

  21. Thank YouAppreciate questions and comments!

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