Improving students’ learning environment by DREEM: an educational experiment in an Iranian medical sciences university (2011–2016)

BACKGROUND: Students’ perception of the educational setting is an important source for improving and applying changes to the educational environment. In this study, we reassessed undergraduate students’ perception of the educational environment at two colleges of RUMS-Iran in the academic years of 2011 and 2016. METHODS: In the present prospective study, the DREEM inventory consisted of seven courses for undergraduate paramedical and nursing-midwifery students (n = 982). After the first stage, educational seminars and workshops were set up for academic members and faculty staff on deficiencies and the ideal climate for optimizing the educational environment. The results of students’ responses in 2011 were compared with those assessed in 2016. For the data analysis, the independent t-test and the one-way ANOVA were utilized. RESULTS: In the academic year of 2010–2011, the DREEM inventory scored 115.33/200 (57.66%); it also scored 123.47/200 (60.7%) in the academic year of 2015–2016 (p ≤ 0.01). There was an interesting feeling about the first-year education, and female students felt a more positively perceived learning environment during all courses than male students at both stages of the study. There were significant positive differences (2 to 7%) in all domains of the components of DREEM in all courses between the academic year of 2010–2011 and the academic year of 2015–2016, showing that the DREEM score had changed and increased (p < 0.05), in the latter case. CONCLUSIONS: Positive differences were observed in DREEM scores between the two stages of the study. DREEM helped reduce the areas of deficiencies in students’ perception of many aspects of the educational environment. It also helped identify problematic areas in the improvement. In addition, DREEM could be used to optimize and make modifications to the educational environment.