Medical Student’s Perception of Learning Environment in Different Phases of Medical Course


  • Aneela Umber
  • Sadia Khan
  • Naila Khawar




Aims & objectives: To determine differences in the perception of learning environment between pre-clinical and clinical year medical student at university Medical & Dental college, FSD.

Study type: Observational, cross sectional.

Place of study: University Medical & Dental College, FSD.

Duration of study: 6 months from Aug 2010 to Jan 2011.

Methods: Dundee Ready Education Environment Measure (DREEM) was used to gather information about the learning environment at University Medical& Dental College, FSD. It was administered to first, second & final professional year medical students at UMDC, FSD. Data was collected and analyzed using SPSS version 15. Chi-square goodness of fit was used as test of statistical significance. P-value of < 0.05 was considered significant

Results: The total mean score of DREEM at UMDC, FSD for first year medical students was 111.50/200, for second year medical students was 111.40/200, and for final year medical students was 112.10/200. Pre- clinical and clinical medical students varied in their perception of learning environment on SPL (29.50/48 V/S 29.90/48 V/S 31.80/48), SPT (24. 50/44 V/S 23.80/44 V/S 23.00/44) domains of DREEM questionnaire. However, no/slight difference was observed for SASP (18.50/32 V/S 18.70/32, V/S 19. 00/32), SSSP (12.00/28 V/S 12.50/28 V/S 12.30/28) and SPA (27.00/48 V/S 26.50/48 V/S 26.00/48) domains.

Conclusion: Pre-clinical and clinical medical students vary in their perception on certain domains and individual items of these domains of DREEM questionnaire, and further studies are required to explore the identified domains and individuals items of these domains, particularly in terms of curriculum.

Key words: differences, perception, educational environment

How to Cite

Umber, A., Khan, S., & Khawar, N. (1). Medical Student’s Perception of Learning Environment in Different Phases of Medical Course. Annals of King Edward Medical University, 19(3), 208.




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