LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Publisher: Elsevier
Languages: English
Types: Article
Subjects: RT, LB2300

Classified by OpenAIRE into

mesheuropmc: education
Aim\ud \ud To compare how health care professional students perceive their academic learning environment in one Higher Education Institution (HEI).\ud Method\ud \ud The Dundee Ready Education Environment Measure (DREEM), a scale that measures students' perceptions of their academic classroom learning environments, and demographic items were completed by 673 undergraduate students enrolled in health professional courses at the University of Huddersfield, United Kingdom. Respondent scores, partitioned by demographic variables, were obtained on the total DREEM scale and on the individual sub-scales. Analysis of variance techniques were utilized to investigate associations between demographic variables on the total DREEM score and sub-scale scores.\ud Results\ud \ud All students from all year levels reported total DREEM scores between 101 – 150, indicating a more positive than negative perception of their academic learning environments. Both profession and year of study were found to be significantly associated with total DREEM scores, with occupational therapists, physiotherapists and nurses scoring higher than operating department practice students; and first year students scoring higher than third year students. A significant interaction between these two factors was found to exist, indicating that the impact of the year of study does not apply equally over the different professional groups of students.\ud Conclusions\ud \ud Students in this study reported positive perceptions about their academic classroom learning environments and teaching delivered. Further interrogation of the DREEM sub-scale dimensions at a programme/cohort level may offer course teams' further information to inform continuous quality improvement.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Alkhasawneh, I. M., Mrayyan, M. T., Docherty, C., Alashram, S., Yousef, H. Y. 2008. Problembased learning (PBL): assessing students' learning preferences using VARK Nurse Education Today 28, 572- 579 Australian Higher Education Quality Assurance Framework 2000. Retrieved on February 12, 2012 from http://www.dest.gov.au/archive/highered/occpaper/00g/00g.pdf.
    • Breckler, J., Joun, D. 2009. Learning styles of physiology students interested in the health professions. Advances in Physiology Education 33, 30-36.
    • Brown T., Williams B., Lynch, M. 2011. The Australian DREEM: evaluating student perceptions of academic learning environments within eight health science courses.
    • International Journal of Medical Education 2, 94-101.
    • Cronbach, L. 1982. Designing evaluations of educational and social programs. San Francisco, CA:Jossey Bass.
    • D'Amore, A., James, S., Mitchell, E. K. L. 2011. Learning styles of first-year undergraduate nursing and midwifery students: A cross-sectional survey utilising the Kolb Learning Style Inventory. Nurse Education Today 31 (5), 444-459.
    • Department for Business, Innovation and Skills 2011. Students at the heart of the system.
    • Retrieved on February 12, 2012 from http://c561635.r35.cf2.rackcdn.com/11-944-WPstudents-at-heart.pdf.
    • Foster-Page, L. A., Kang, M., Anderson, V. W. M., Thomson, J. 2011. Appraisal of the Dundee Ready Educational Environment Measure in the New Zealand dental educational environment. European Journal of Dental Education 15, 1-8.
    • Glen, S., Reeves, S. 2004. Developing inter-professional education in pre-registration curricula: Mission impossible? Nurse Education in Practice 4, 45-52.
    • Huang, S. Y. L., & Fisher, D. L. 2011. Associations of the University Learning Environment with Academic Engagement and Satisfaction among Science Majors in Taiwan. The AsiaPacific Education Researcher 20 (2), 291-307.
    • James, R., McInnis, C., Devlin, M. 2002. Assessing learning in Australian universities.
    • Retrieved on February 12, 2012 from http://www.cshe.unimelb.edu.au/assessinglearning/docs/AssessingLearning.pdf.
    • James, S., D'Amore, A., Thomas, T. 2011. Learning preferences of first year nursing and midwifery students: Utilising the VARK. Nurse Education Today 31 (4), 417-423, Johnson, S. A., Romanello, M. L. 2005. Generational diversity: Teaching and learning approaches. Nurse Educator, 30, 212-216.
    • Khan, J. S., Tabasum, S., Yousafzai, U. K., Mukhtar, O. 2011. Measuring the medical education environment in undergraduate medical colleges across Punjab. Pakistan Biomedica 27 (16), 14 - 18
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article