BACKGROUND: An equitable and positive learning environment fosters deep self-directed learning in students and, consequently, good practice in their profession. Although demotivating weaknesses may lead to repeated day-to-day stress with a cascade of deleterious consequences at both personal and professional levels, a possible relationship between these parameters has not been reported. This study was undertaken to determine the relationship between students' perceptions of their educational environment and their stress levels. METHODS: Sixty-one first year students at the Dental Faculty, University of Malaya, Malaysia participated. The Dundee Ready Education Environment Measure (DREEM) was used to determine educational environment while self-rated perceived stress level was measured by the Depression Anxiety Stress Scale (DASS). RESULTS: Most students (62.39%) showed positive perceptions for the total and five domains of DREEM. The highest percentage was observed for "Students perception of learning" (64.04%) while the lowest was for "Students' social self-perception" (60.32%). At the same time, 61% of students showed high perceived stress levels. However, this was not associated with their DREEM scores. CONCLUSION: Although a positive perception of their educational environment was found, minor corrective measures need to be implemented. Furthermore, longitudinal studies on an annual basis would provide useful input for strategic planning purposes.
BACKGROUND: An equitable and positive learning environment fosters deep self-directed learning in students and, consequently, good practice in their profession. Although demotivating weaknesses may lead to repeated day-to-day stress with a cascade of deleterious consequences at both personal and professional levels, a possible relationship between these parameters has not been reported. This study was undertaken to determine the relationship between students' perceptions of their educational environment and their stress levels. METHODS: Sixty-one first year students at the Dental Faculty, University of Malaya, Malaysia participated. The Dundee Ready Education Environment Measure (DREEM) was used to determine educational environment while self-rated perceived stress level was measured by the Depression Anxiety Stress Scale (DASS). RESULTS: Most students (62.39%) showed positive perceptions for the total and five domains of DREEM. The highest percentage was observed for "Students perception of learning" (64.04%) while the lowest was for "Students' social self-perception" (60.32%). At the same time, 61% of students showed high perceived stress levels. However, this was not associated with their DREEM scores. CONCLUSION: Although a positive perception of their educational environment was found, minor corrective measures need to be implemented. Furthermore, longitudinal studies on an annual basis would provide useful input for strategic planning purposes.
Entities:
Keywords:
Dental; Malaysia; educational measurement; psychological stress; students
Authors: Nor Iza A Rahman; Aniza Abd Aziz; Zainal Zulkifli; Muhammad Arshad Haj; Farah Hanani Binti Mohd Nasir; Sharvina Pergalathan; Muhammad Ismail Hamidi; Salwani Ismail; Nordin Bin Simbak; Mainul Haque Journal: Adv Med Educ Pract Date: 2015-03-24
Authors: Redhwan A Al-Naggar; Mahfoudh Abdulghani; Muhamed T Osman; Waqar Al-Kubaisy; Aqil Mohammad Daher; Khairun Nain Bin Nor Aripin; Ali Assabri; Dawood A Al-Hidabi; Mohamed Izham B Mohamed Ibrahim; Ahmed Al-Rofaai; Hisham S Ibrahim; Hassanain Al-Talib; Alyaa Al-Khateeb; Gamil Qasem Othman; Qaid Ali Abdulaziz; Karuthan Chinna; Yuri V Bobryshev Journal: Adv Med Educ Pract Date: 2014-06-09