%0 Journal Article
%T Determining the quality of educational climate across multiple undergraduate teaching sites using the DREEM inventory
%A Rajesh Varma
%A Ekta Tiyagi
%A Janesh K Gupta
%J BMC Medical Education
%D 2005
%I BioMed Central
%R 10.1186/1472-6920-5-8
%X A Dundee Ready Education Environment (DREEM) Questionnaire, a measure of educational environment, was administered to 206 students immediately following completion of the teaching module.The overall mean DREEM score was 139/200 (70%). There were no differences in the education climate between the teaching centres.Further research on the use of DREEM inventory, with follow up surveys, may be useful for educators to ensure and maintain high quality educational environments despite students being placed at different teaching centres.The undergraduate curriculum at our medical school was redesigned in 1998/99 to bring it in line with recommendations suggested by the General Medical Council (GMC) in Tomorrow's Doctors [1]. Obstetrics and Gynaecology is taught as a final year module. Around 20¨C30 students, of a total year group of around 200 students, are allocated to eight teaching hospital sites in the West Midlands region, and remain their for the length of the module (eight weeks). Throughout the placement, all formal lectures take place at the principal Teaching Hospital (Birmingham Women's Hospital). A comprehensive course handbook and web-based multiple choice formative assessment accompany the module, and detail the teaching, practical and assessment objectives for students and clinicians. We have aimed to ensure there are no significant differences in the way the curriculum is delivered between centres. All 200 students sit the final exam in Obstetrics and Gynaecology straight after completing the 8-week course module.Based on previous student feedback reporting differences in educational experiences, together with our concerns relating to the impact of new curriculum changes, we wished to objectively assess whether the educational environment perceived by students varied at different teaching hospital centres, and whether the environment was at an acceptable standard. In particular, was there any potential loss of teaching experience when students were placed aw
%U http://www.biomedcentral.com/1472-6920/5/8