Dental Students’ Perceptions of the Learning Environment During the Transition from Preclinical to Clinical Training in Islamabad: A Cross-Sectional Study

Zerlis Nawaz  Khan; Amna  Riaz; Fatima Shaukat; Faizan Munir Khan; Mariya  Farooq; Maria  Rabbani

doi:10.36283/ziun-pjmd15-2/026

Authors

Zerlis Nawaz Khan Dental College, HITEC-IMS, Taxilla.
Amna Riaz Dental College, HITEC-IMS, Taxilla. https://orcid.org/0000-0001-7251-1502
Fatima Shaukat Dental College, HITEC-IMS, Taxilla. https://orcid.org/0000-0003-2918-5523
Faizan Munir Khan Dental College, HITEC-IMS, Taxilla. https://orcid.org/0000-0002-2909-4122
Mariya Farooq Shifa International Hospital https://orcid.org/0009-0002-5021-5635
Maria Rabbani Dental College, HITEC-IMS, Taxilla. https://orcid.org/0009-0008-6089-206X

DOI:

https://doi.org/10.36283/ziun-pjmd15-2/026

Abstract

Background: The educational environment significantly influences students’ learning and professional development. The Dundee Ready Education Environment Measure (DREEM) is a validated tool to assess these perceptions in medical education. A cross-sectional quantitative study was conducted to assess students’ perceptions of the educational environment using the DREEM questionnaire Methods: The study was conducted at four dental institutions in Islamabad: Dental College HITEC-IMS, Islamic International Medical College School of Dentistry, PIMS, and Shifa College of Dentistry from 31st May 2023 till 30^th Nov 2023. The data collection was done using the Dundee Ready Educational Environment Measure (DREEM) questionnaire, which was completed by 318 dental students from four colleges. The The Kolmogorov-Smirnov test assessed normality, Cronbach’s alpha evaluated internal reliability, and the Mann-Whitney U test compared preclinical (n=189) and clinical (n=129) students’ perceptions. Likert responses are presented as median (IQR).

Results: According to Mann-Whitney U = 10507.0, p = 0.028, clinical-phase students had a significantly worse perception of the learning environment than preclinical students, who consistently reported higher satisfaction in the domains of learning, teacher support, confidence building, and stress support.

Conclusions: As students move from preclinical to clinical training, their opinions of the classroom dramatically deteriorate. These results show that in order to facilitate the transition and enrich the clinical learning experience, specific curricular reforms, improved faculty support, and organized student support structures are required.

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