Student perspective on the hospital educational environment: a review from the DREEM
Student perspective on the hospital educational environment: a review from the DREEM
DOI:
https://doi.org/10.54753/rsh.v2i1.2680Keywords:
Medical education, educational climate, clinical teaching, student perception, educational evaluationAbstract
The hospital educational environment (HEE) includes physical, pedagogical, social, and emotional dimensions in which medical students integrate theory with practice to develop their professional skills. The DREEM seeks to evaluate five aspects: learning, teaching, academic activities, atmosphere, and social environment, identifying strengths and weaknesses. The purpose of the study was to evaluate, from the student's point of view, the HEE of the medical degree program at the National University of Loja (UNL) using the DREEM. Applying a positivist paradigm with a quantitative approach and field design, the survey was developed and completed by students between the sixth semester and the rotating medical internship (IRM) after obtaining approval from the CEISH UNL and authorization from the institution. The data were collected using Google Forms and analyzed statistically. The results showed a strong female predominance (68%) and variety in academic stages, with a predominance of the sixth semester (23.2%) and the IRM (23.95%). The average scores per dimension were: learning (27.95), teaching (25.70), academic activities (20.98), atmosphere (25.82), and social (14.69) (average score of 115.1), indicating a “more positive than negative” perception. The instrument showed excellent reliability (α=0.94). Conclusions: Students perceive their hospital educational environment as mostly positive, although weaknesses are identified in the social, institutional, and teaching dimensions, especially in emotional management, integration, and pedagogical coherence. The results suggest strengthening the HEE through a humanistic approach, educational innovation, and greater student participation, contributing to ethical, inclusive, and contextualized medical training.References
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