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Background <p>Assessment 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.</p> Methods <p>This 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 <i>t</i>-tests and one-way ANOVA (<i>F</i>-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.</p> Results <p>From 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) (<i>P</i> = 0.043) and Students’ Academic Self-Perception (SAP) (<i>P</i> = 0.025), while other subscales showed no significant differences across different academic years.</p> Conclusions <p>Perceptions 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.</p>

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Evaluation of the dental educational environment in upper Egypt using the DREEM tool: a cross-sectional study

  • 期刊论文

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  • 发表日期：

    2025年12月13日

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  • Shereen Shaaban Mustafa,
  • Wael Felefel,
  • Shereen Hafez Ibrahim

摘要

Background

Assessment 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.

Methods

This 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.

Results

From 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.

Conclusions

Perceptions 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.