Abolished frameshifting for predicted structure-stabilizing SARS-CoV-2 mutants: implications to alternative conformations and their statistical structural analyses.

The SARS-CoV-2 frameshifting element (FSE) has been intensely studied and explored as a therapeutic target for coronavirus diseases, including COVID-19. Besides the intriguing virology, this small RNA is known to adopt many length-dependent conformations, as verified by multiple experimental and computational approaches. However, the role these alternative conformations play in the frameshifting mechanism and how to quantify this structural abundance has been an ongoing challenge. Here, we show by DMS and dual-luciferase functional assays that previously predicted FSE mutants (using the RAG graph theory approach) suppress structural transitions and abolish frameshifting. Furthermore, correlated mutation analysis of DMS data by three programs (DREEM, DRACO, and DANCE-MaP) reveals important differences in their estimation of specific RNA conformations, suggesting caution in the interpretation of such complex conformational landscapes. Overall, the abolished frameshifting in three different mutants confirms that all alternative conformations play a role in the pathways of ribosomal transition.

NREM Slow-Wave Activity in Adolescents Is Differentially Associated With ADHD Levels and Normalized by Pharmacological Treatment.

BACKGROUND: A compelling hypothesis about attention-deficit/hyperactivity disorder (ADHD) etiopathogenesis is that the ADHD phenotype reflects a delay in cortical maturation. Slow-wave activity (SWA) of non-rapid eye movement (NREM) sleep electroencephalogram (EEG) is an electrophysiological index of sleep intensity reflecting cortical maturation. Available data on ADHD and SWA are conflicting, and developmental differences, or the effect of pharmacological treatment, are relatively unknown. METHODS: We examined, in samples (Mage = 16.4, SD = 1.2), of ever-medicated adolescents at risk for ADHD (n = 18; 72% boys), medication-naïve adolescents at risk for ADHD (n = 15, 67% boys), and adolescents not at risk for ADHD (n = 31, 61% boys) matched for chronological age and controlling for non-ADHD pharmacotherapy, whether ADHD pharmacotherapy modulates the association between NREM SWA and ADHD risk in home sleep. RESULTS: Findings indicated medication-naïve adolescents at risk for ADHD exhibited greater first sleep cycle and entire night NREM SWA than both ever-medicated adolescents at risk for ADHD and adolescents not at risk for ADHD and no difference between ever-medicated, at-risk adolescents, and not at-risk adolescents. CONCLUSIONS: Results support atypical cortical maturation in medication-naïve adolescents at risk for ADHD that appears to be normalized by ADHD pharmacotherapy in ever-medicated adolescents at risk for ADHD. Greater NREM SWA may reflect a compensatory mechanism in middle-later adolescents at risk for ADHD that normalizes an earlier occurring developmental delay.

Students' perception of the educational environment at King Saud bin Abdulaziz University for health sciences using DREEM tool.

BACKGROUND: Students' learning results are influenced by the educational environment. The best learning environment is created when students are involved in the evaluation process of their education. The purpose of this study was to evaluate students' perceptions of their learning environment at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Riyadh using the Dundee Ready Education Environment Measure (DREEM) instrument. METHODS: This observational cross-sectional study was conducted through an online questionnaire using the Arabic version of the DREEM tool. Students from six colleges at KSAU-HS Riyadh campus were asked to complete the questionnaire through emails. The study was carried out between November 2021 and April 2022. Descriptive statistics and inferential statistics were performed for DREEM as both a continuous (two-way ANOVA test) and categorical variable (Chi-squared and Monte-Carlo test). RESULTS: A total of 370 students completed the questionnaire. The overall DREEM score for the study was 125.88/200, with a standard deviation of 58.79. SSP items received the highest scores, while SAP items earned the lowest scores. The college and the academic level showed statistically significant differences in the DREEM overall score and the five subscales, whereas gender showed no significant difference. The college of pharmacy scored the highest total DREEM score (140.35 ± 27.75), and scored higher among the five subscales than both colleges of dentistry (114.13 ± 29.74) and medicine (113.87 ± 33.03). Students in their third year had the greatest overall DREEM score (132.23 ± 29.76), and scored higher in SPL, SPA and SSP compared to students in their sixth year, in which the total DREEM score was (111.65 ± 27.58). CONCLUSIONS: Students of KSAU-HS generally perceived the educational environment as having more positive than negative. The educational level and college differed significantly in the overall DREEM score and the five subscales. Junior students had better perception of the educational environment and they differed significantly in the SPL and SPA subscales. The faculty of pharmacy had higher scores in the overall DREEM and the five subsequent scales than colleges of dentistry and medicine. Further research is needed in order to optimize the educational environment by investigating different solutions.

Assessment of the 'students' perceptions of education using Dundee Ready Environment Educational Measure (DREEM) inventory at Princess Nora bint Abdulrahman University, Saudi Arabia.

BACKGROUND: Educational settings in professional health education establishments significantly shape students' academic, social, and emotional experiences. These environments encompass physical, psychological, and social infrastructures of programs or institutions, which jointly influence learning and development. This study analyzed the educational environment at Prince Nora University in Saudi Arabia, a renowned institution in health education. AIM: The primary aim of this study was to evaluate the perceptions of the educational environment among students at Prince Nora University using the Dundee Ready Education Environment Measure (DREEM) inventory. The DREEM inventory is a renowned and validated tool designed to gauge students' perceptions across various dimensions of their educational experience. METHODS: Employing a cross-sectional survey design, the research gathered data from a sample of 321 students enrolled in the College of Health and Rehabilitation Sciences at Prince Nord University. The DREEM inventory, which measures the academic, social, and emotional aspects of the learning environment from the student's perspective, was utilized to collect the information. RESULTS: The findings from the study indicated a positive perception of the educational environment among the students, with an overall mean score of 113.84 out of 200 on the DREEM inventory. Analysis of the subscales revealed that the Student Perceptions of Atmosphere (SPoA) received the highest scores, indicating a favourable environment, while Student Social Self-Perceptions (SSSP) scored the lowest, suggesting areas that may require attention and improvement. CONCLUSION: The study successfully showed the utility of the DREEM inventory in assessing the educational environment at Prince Nora University, highlighting its effectiveness as a tool for understanding student perceptions. The positive overall score suggests a conducive learning atmosphere, though the disparity in subscale scores points to potential areas for enhancement. RECOMMENDATION: The research suggests that Saudi Arabian universities should implement the DREEM inventory to assess and enhance their educational settings, ultimately delivering a comprehensive and nurturing learning experience for students.

Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study.

BACKGROUND: The quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development. METHODS: An explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum-Maximum possible scores = 0-200] and Macleod Clark Professional Identity Scale [Minimum-Maximum possible scores = 1-45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®. RESULTS: The questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a "more positive than negative" perception of the learning environment (Median [IQR] = 132 [116-174], Minimum-Maximum obtained scores = 43-185), and a "good" perception of their professional identity (Median [IQR] = 24 [22-27], Minimum-Maximum obtained scores = 3-36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom. CONCLUSIONS: The learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

A national DREEM: exploring medical and dental students' perceptions on their learning environment across Hungary.

BACKGROUND: Hungarian medical schools attract a diverse student body, enrolling numerous international and Hungarian students annually. The learning environment, encompassing all facets of their academic experience, significantly influences the overall educational experience at the medical schools. As the first nationwide survey, this study aimed to assess and compare the perceptions of international and Hungarian medical and dental students regarding their learning environment across the four medical schools in Hungary. METHODS: The Dundee Ready Education Environment Measure (DREEM) tool was used to get a better insight into the perceptions of international and Hungarian medical and dental students on their learning environment (LE). The questionnaire was distributed via social media platforms and the Neptun Educational System across the four medical schools in Hungary. To gain deeper insights into the participants' perceptions, a qualitative component was also added to the survey, comprising five open-ended questions. The research was carried out between April and October 2022. To analyse quantitative data, IBM SPSS was used, while the transcription and exploration of the qualitative data was performed using the Sketch Engine software. RESULTS: A total of 1164 valid responses were received. The results illuminate similarities and differences in perceptions of the learning environment between international and Hungarian medical and dental students. As anticipated, international students' perceptions were somewhat less favourable compared to their domestic counterparts, who are generally more accustomed to the workings of the Hungarian higher educational system (total DREEM score was 118.1 for the former, and 122.6 for the latter student population). Notably, significant differences were observed in perceptions of teachers and the overall atmosphere. CONCLUSION: The total score of the DREEM questionnaire was interpreted as "more positive than negative" for both international and Hungarian students, consistent with findings from other DREEM surveys, suggesting overall satisfaction with the learning environment. However, regular and ongoing evaluation of the learning environment is recommended in order to identify areas for improvement, ensure high standards of education, and continuously enhance the overall student experience.

Medical Students' Perceptions at Dow University of Health Sciences using Dundee Ready Education Environment Measure Inventory.

Objectives: To assess medical students' perceptions regarding learning, teachers, academics, atmosphere at campus and social self-perceptions at Dow University of Health Sciences using Dundee Ready Education Environment Measure (DREEM) Inventory. Method: This cross-sectional observational study was conducted from March 1st, 2022 to September 30th, 2022. All medical students at Dow University of Health Sciences were offered to participate. All students were given the choice to respond to DREEM questionnaire via online Form or printed copy anonymously. The DREEM Inventory measures five domains of students' perceptions of a given institution. Comparison of responses between different years and institution was carried out by χ2 test. Means scores were compared by Student's t-test and ANOVA, p-value of ≤.05 was taken as significant. Results: Total of 1054 out of 1750 (60.23%) students submitted fully completed forms and were included, out of these 632 (60.0%) belonged to Dow Medical College & 422 (40.0%) belonged to Dow International Medical College. The mean ±SD of total score of DREEM by DMC students was 100.07 ±31.46 and that of DIMC was 100.52 ±32.73. According to DREEM Global scoring both colleges scores fell into category of "many problems". Analysis according to domains showed that maximum score was given to 2nd domain of their "perception regarding teachers" and minimum score was allocated to 5th domain regarding "social self-perceptions". Conclusion: Overall Students perceived environment at DUHS as "many problems" category. This needs to be investigated for betterment of Educational Environment (EE) at campus.

Re-evaluating two popular EEG-based mobile sleep-monitoring devices for home use.

Mobile sleep-monitoring devices for consumer use have been gaining traction as a possible replacement to traditional polysomnography recordings. Such devices potentially offer detailed sleep analysis without requiring the use of designated sleep labs operated by qualified technicians. However, the accuracy of these mobile devices is often not sufficiently evaluated by independent researchers. Here, we compared the performance of two popular mobile electroencephalogram-based systems, the DREEM 3 headband and the Zmachine Insight+. Both devices can be used by participants with minimal training, and provide detailed sleep scoring previously validated by the respective developers in comparison to the gold-standard of polysomnography. A total of 25 participants used both devices simultaneously to record their sleep for two consecutive nights while also keeping a sleep log. We compared the devices' performance, both with each other and in relation to the sleep logs, using several well-known sleep metrics. In addition, we developed a Bayesian lower limit for the devices' expected epoch-by-epoch sleep stage agreement based on their previously published agreement with polysomnography, and compared it with our empirical findings. Results suggest that the Zmachine tends to overestimate periods of wakefulness, likely at the expense of N1/N2 detection, whereas the DREEM tends to underestimate wakefulness and mistake it for N1/N2, with both results more pronounced than previously reported. In addition, we found that the agreement between the devices tends to increase from night 1 to night 2. We formulate several recommendations for how best to use these devices based on our results.

Dynamic human MutSα-MutLα complexes compact mismatched DNA.

DNA mismatch repair (MMR) corrects errors that occur during DNA replication. In humans, mutations in the proteins MutSα and MutLα that initiate MMR cause Lynch syndrome, the most common hereditary cancer. MutSα surveilles the DNA, and upon recognition of a replication error it undergoes adenosine triphosphate-dependent conformational changes and recruits MutLα. Subsequently, proliferating cell nuclear antigen (PCNA) activates MutLα to nick the error-containing strand to allow excision and resynthesis. The structure-function properties of these obligate MutSα-MutLα complexes remain mostly unexplored in higher eukaryotes, and models are predominately based on studies of prokaryotic proteins. Here, we utilize atomic force microscopy (AFM) coupled with other methods to reveal time- and concentration-dependent stoichiometries and conformations of assembling human MutSα-MutLα-DNA complexes. We find that they assemble into multimeric complexes comprising three to eight proteins around a mismatch on DNA. On the timescale of a few minutes, these complexes rearrange, folding and compacting the DNA. These observations contrast with dominant models of MMR initiation that envision diffusive MutS-MutL complexes that move away from the mismatch. Our results suggest MutSα localizes MutLα near the mismatch and promotes DNA configurations that could enhance MMR efficiency by facilitating MutLα nicking the DNA at multiple sites around the mismatch. In addition, such complexes may also protect the mismatch region from nucleosome reassembly until repair occurs, and they could potentially remodel adjacent nucleosomes.

Revealing the significant shortcomings in the learning environment at the three largest medical schools in Syria: what's next?

BACKGROUND: Medical education in Syria still adopts a traditional, teacher-centered curriculum to this day. These elements imply the existence of issues in the learning environment (LE). This study aims to provide the first evaluation of the LE at the largest medical schools in Syria using the DREEM inventory. METHODS: The three largest medical schools in Syria are the ones at Damascus University (DU), University of Aleppo (AU), Tishreen University (TU). The Arabic version of the DREEM questionnaire was used. Students across all years of study except year 1 were approached. Both paper-based and electronic surveys were conducted. RESULTS: A total of 1774 questionnaire forms were completed (DU:941, AU:533, TU: 300). The overall DREEM score at DU, AU, and TU were 100.8 ± 28.7, 101.3 ± 31.7, and 97.8 ± 35.7 respectively with no significant difference (P = 0.254) between the three universities. DREEM subscales concerning Learning, Atmosphere, Academic Self-perception and Social Self-perception had a low score across all universities. Clinical-stage students reported significantly lower perception (P ≤ 0.001) of the LE in comparison to their pre-clinical counterparts across all subscales. CONCLUSIONS: The findings of this study highlight the significant shortcomings of the medical LE in Syria. If not addressed properly, the academic, clinical, and professional competence of the healthcare workforce will continue to deteriorate. Moreover, the negative LE might be a predisposing factor for medical students' exodus. The Syrian medical education system requires leaders who are willing to defy the status quo to achieve a true educational transformation.

Validation of the Polish version of the DREEM questionnaire - a confirmatory factor analysis.

AIM: The aim of our study was to translate and adapt the Dundee Ready Education Environment Measure (DREEM) questionnaire developed by Roff et al. to the cultural conditions in Poland and also to validate it. Studying the learning environment is beneficial because it can identify students' perceptions of their environment and support the staff in reflecting on, planning for and combining proper teaching approaches to improve it. METHODS: The DREEM questionnaire was completed by students of all years (first-fifth) in the faculties of dental medicine at the Medical University of Lublin and the Medical University of Gdansk. The total surveyed population consisted of 650 students. Validity was separated into four phases: (1) translation validity, (2) confirmatory factor analysis, (3) concurrent validity and (4) criterion-related validity. RESULTS: Our study confirmed the original structure of the DREEM tool (GFI = 0.955, AGFI = 0.951, NFI = 0.931, TLI = 0.962, CFI = 0.964, RNI = 0.964, IFI = 0.964, RFI = 0.928, PNFI = 0.885, SRMR = 0.062, RMSEA = 0.043, 90% CI = 0.041-0.046) and obtained very good reliability rates, with Cronbach's alpha > 0.7 for all scales. Only Subscale V achieved a lower Cronbach's alpha of > 0.5. The study was conducted using the test-retest method, which is why the intraclass correlation coefficients for reliability were also calculated; individual items showed both medium and good correspondence. CONCLUSIONS: Our study provided good evidence for the reliability and validity of the Polish version of the DREEM. In conclusion, the Polish-language version of the DREEM questionnaire is a reliable and valid instrument for analysing the learning environment for dental students and its factor structure is supported by the data.

Perceptions of students regarding innovative approaches introduced in nutrition and metabolism module at Shifa college of medicine.

Objective: To assess the perceptions of 2nd year medical students regarding certain approaches introduced in the course of Nutrition and Metabolism module. METHODS: The descriptive study was conducted at the Shifa College of Medicine, Islamabad, Pakistan, in December 2020, and comprised all 2nd year medical students who completed the Nutrition and Metabolism module in which new components had been added, including introduction to community nutrition, school visits, Islamic perspective of nutrition, journal club and e-posters. Data was collected using a questionnaire based on the modified Dundee Ready Education Environment Measure, and had 5 categories with a total of 25 questions that were scored on a 5-point Likert scale. Data was analysed using SPSS 22. RESULTS: Of the 100 students, 65(65%) were females and 35(35%) were males. The overall mean age was 20.5 ± 0.5 years. The total mean score was 74.68±2.53. Mean score for student's perception of learning was 38.17±0.17, student's perception of teachers 9.27±0.18, student's academic self-perceptions 12.1±0.11, student's perceptions of atmosphere 9.03±0.03 and student's social self-perceptions 6.11± 0.01. Conclusion: The perceptions medical students about innovations were positive, showing an encouraging attitude in terms of learning approach and outcome.

Understanding the well-being of dentistry students.

INTRODUCTION: The transactional model of stress is a framework describing the process for coping with stressful events as a relationship between the individual person and environment. This study aimed to investigate the associations between personality, learning environment and experiences of mental health for a cohort of Australian dentistry students. MATERIALS AND METHODS: Students were invited in 2017 to complete an online questionnaire including the Depression, Anxiety and Stress Scale (DASS-21), The Dundee Ready Education Environment Measure (DREEM) and Cloninger's Temperament and Character Inventory (TCIR-140). Students were followed-up one year later, and generalised estimating equations were used. RESULTS: A total of 219 (response 73.5%) students participated in the study. Two personality profiles of dentistry students were identified. Group 1 were significantly higher in the traits persistence, self-directedness, cooperativeness and reward dependence, whereas Group 2 were significantly higher in harm avoidance. Students with Group 2 personality had a 3.12 (CI:1.72-5.65) increased odds of depression compared to Group 1 students. Compared to students with positive perceptions of the learning environment, students with negative perceptions had increased odds of stress (3.48, CI: 1.85-6.53), depression (2.71, CI: 1.57- 4.65) and anxiety (2.59, CI: 1.56-4.28). CONCLUSION: Students with personalities high in levels of self-directedness, cooperativeness and persistence and low in harm avoidance, as found in Group 1, demonstrate high levels of general well-being. Positive perceptions of the dentistry learning environment were found to be an important influence on students stress. This study highlighted a number of factors important to student well-being and provides direction for further investigation of interventions aimed at enhancing student well-being.

Medical and Dental Students' Perceptions of the Learning Environment during Anatomic Pathology Placement at Obafemi Awolowo University, Ile-Ife, Nigeria.

BACKGROUND: The educational environment is an important factor in nurturing students' learning. Students' experiences of the climate of their learning environment positively correlate with their academic success, achievements and satisfaction. OBJECTIVES: The study aimed to determine the perceptions of medical and dental students about their learning environment during anatomical pathology clinical placement. METHODOLOGY: A prospective, cross-sectional study using a guided self-administered Dundee Ready Education Environment Measurement (DREEM) questionnaire was conducted among fourth year medical and fifth-year dental students on anatomical pathology placement at the College of Health Sciences, Obafemi Awolowo University Ile-Ife, Nigeria. One hundred and eleven of 118 students participated in the study. RESULTS: The age range was 19-35 years. The majority of the students were males ( n= 80, 72.1%). The overall mean score was 115.19 ± 25.6 (maximum obtainable total score = 200), indicating that the students perceived their learning environment as more positive than negative. The mean score for each subscale of the DREEM instrument was: 29.24/48 (60.9%) for perception of learning; 25.67/44 (58.3%) for perception of teaching; 20.89/32 (65.3%) for academic self-perception; 25.61/48(53.4%) for perception of the atmosphere of learning; and 13.52/28 (48.3%) social self-perception. No statistically significant difference was found by sex, age group, and course of study for each DREEM domain. CONCLUSION: Students' perception regarding the learning environment for anatomical pathology in the focal university shows the need for improvement across various domains. However, academic self-perception and social self-perception are the areas of greatest need.

FOND: L'environnement éducatif est un facteur important pour favoriser l'apprentissage des élèves. Les expériences des étudiants du climat de leur environnement d'apprentissage sont positivement corrélées avec leur réussite scolaire, leurs réalisations et leur satisfaction. OBJECTIFS: Le but de l'étude était de déterminer les perceptions des étudiants en médecine et en médecine dentaire sur leur environnement d'apprentissage lors d'un stage clinique en pathologie anatomique. METHODOLOGIE: Une étude prospective transversale à l'aide d'un questionnaire guidé auto-administré Dundee Ready Education Environment Measurement (DREEM) a été menée auprès d'étudiants en médecine et en médecine dentaire de quatrième année en stage de pathologie anatomique au collège des sciences de la santé, Obafemi Awolowo University Ile -Ife, Nigéria. Cent onze des 118 étudiants ont participé à l'étude. RESULTATS: La tranche d'âge était de 19 à 35 ans. La majorité des étudiants étaient des hommes ( n = 80, 72,1 %). Le score moyen global au questionnaire DREEM était de 115,19 ± 25,6 (score total = 200), indiquant que les étudiants percevaient leur environnement d'apprentissage comme plus positif que négatif. Le score moyen pour chaque sous-échelle de l'instrument DREEM était : 29,24/48 (60,9 %) pour la perception de l'apprentissage ; 25,67 /44 (58,3%) pour la perception de l'enseignement ; 20,89/32 (65,3 %) pour l'autoperception académique ; 25,61/48' (53,4 %) pour la perception de l'atmosphère d'apprentissage ; et 13,52/28 (48,3%) d'auto-perception sociale. Le domaine de l'auto-perception sociale présentait un problème nécessitant une amélioration significative. CONCLUSION: La perception des étudiants concernant l'environnement d'apprentissage de la pathologie anatomique dans l'université focale montre le besoin d'amélioration dans divers domaines. Cependant, l'auto-perception académique et l'autoperception sociale sont des domaines dont les besoins sont les plus grands. Mots clés: Milieu d'apprentissage, pathologie, perception des élèves, DREEM.

Assessment of the relationship between the educational environment and academic performance of undergraduate medical students of Azad Kashmir.

OBJECTIVE: To assess the relationship between the educational environment and academic performance of undergraduate medical students of Azad Jammu and Kashmir. METHODS: The cross-sectional study was conducted from September 2018 to September 2019 at Poonch Medical College, Rawalakot, Azad Jammu and Kashmir, and comprised undergraduate medical students of either gender from first to fifth year of studies. Data was collected using the Dundee Ready Education Environment Measure questionnaire which was distributed electronically to the students. The percentage of scores achieved in the last professional examination was taken as the academic performance, and it was corelated with the questionnaire's subscale scores. Data was analysed using SPSS 23. RESULTS: Of the 500 students approached, 324(64.8%) returned the questionnaire fully completed; 92(28.4%) males and 232(71.6%) females. The largest group was from the third year of studies 108(33.3%). The mean questionnaire score was 96.31±18.47 and it was not significantly correlated with academic performance (p>0.05). The subdomain mean scores were also not significantly correlated with academic performance (p>0.05). Academic performance was significantly higher among females compared to males (p=0.002). CONCLUSIONS: There was found a huge scope for improvement of the educational environment.

Perception of postgraduate medical residents regarding educational environment at French Medical Institute for Mothers and Children, Kabul Afghanistan.

OBJECTIVE: To assess the perceptions of postgraduate medical education residents regarding educational environment at a medical institution in Afghanistan. METHODS: The descriptive cross-sectional study was conducted from 2017 to 2018 at the French Medical Institute for Mothers and Children, Kabul, Afghanistan, FMIC, and comprised postgraduate medical residents. Dundee Ready Educational Environment Measure was administered to determine the perception of learning environment by the residents' perceptions related to learning, teachers, academic self-perception, atmosphere and social self-perceptions sub scales. Data was analysed using SPSS 22. RESULTS: Of the 63 subjects, 55(87.30%) were males and 42(66.66%) were married. The overall mean age was 30±4.38 years. There was no significant difference in mean subscales scores and overall scores in relation to participants' age, gender, type of specialty, province and year of training (p>0.05). There was a significant difference in students' perception of teachers in relation with the type of specialty (p<0.05). CONCLUSIONS: The educational environment at the medical institution in Afghanistan was perceived by the students of residency programme as conducive.

Medical students' perceptions of their educational environment in an integrated curriculum in Saudi Arabia.

OBJECTIVE: To measure medical students' perceptions of their educational environment and to determine the potential differences in those perceptions with regard to gender and the year of study. METHODS: The cross-sectional study was conducted at the College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia, in 2018-19, and comprised medical students enrolled at the college. Data was collected using the Dundee Ready Educational Environment Measure scale. Data was analysed using SPSS 22. RESULTS: Of the 262 students approached, 191(73%) responded. The total mean score was 122.49±21.50. Perception of educational environment was higher for male students and advanced-level students (p<0.05). CONCLUSIONS: The findings illustrated a healthy educational environment.

Comparison of educational environments in different sized rural hospitals during a longitudinal integrated clerkship in Thailand.

INTRODUCTION: The longitudinal integrated clerkship (LIC) curriculum model focuses on patient-centered care and continuity of clinical and cultural learning between medical students, patients, clinicians, and a system of care. In rural settings, participating medical students are expected to have an interest in rural medicine and an involvement in the community. Many schools in the USA, Canada, and Australia have implemented LICs in undergraduate programs in different ways. However, a few published reports in Asia are available. This is the first report of a modified rural LIC in Thailand. The objective was to assess the educational environment of a rural LIC using the Dundee Ready Education Environment Measure (DREEM) questionnaire and to compare students' response on the basis of year of study and different sizes of hospitals. METHODS: A cross-sectional study was conducted. The study population comprised 75 clinical-year students in 2020. The modified LIC was implemented as part of integrated multidisciplinary rural clerkships for fourth-year students, and for fifth-year students undertaking clinical placements. Clinical clerkships in rural settings took place over 12 weeks for fourth-year students and over 14 weeks for fifth-year students. Practical exposure included the clinical areas of internal medicine, psychiatry, surgery, pediatrics, obstetrics and gynecology, emergency medicine, and family medicine, in outpatient and inpatient settings. The DREEM questionnaire was used to evaluate students' perceptions of learning climate. Data analysis was performed to determine the different size of hospitals and other factors associated with a favorable educational environment. RESULTS: The response rate to the questionnaire was 96%. The overall DREEM score average was 137.7/200. Students' perceptions of learning and of teaching had mean scores of 30.1/48 and 35.7/44, respectively. Students' academic self-perceptions scored 18.7/32. Students' perceptions of atmosphere scored 30.4 of 48, and social self-perceptions scored 18.3/28. The academic subscale had the lowest percentage of scores regarded as confidence in knowledge gain. The factors associated with positive educational environment were staff as principal preceptors and large hospitals. CONCLUSIONS: LIC implementation in a community health system is a model for expanding clinical clerkships. Good infrastructure of the host hospital and enthusiastic preceptors are the key success factors. Staff supervision is essential to encourage student learning, especially in academic environments. Large hospitals have better infrastructure to support learning processes than small hospitals.

Evaluation of a Polish Version of the Dundee Ready Education Environment Measure.

INTRODUCTION: The Dundee Ready Education Environment Measure (DREEM) is an instrument that assesses the educational environment. AIM: The aim of this study was to psychometrically evaluate a Polish version of the DREEM instrument. MATERIAL AND METHODS: 203 medical students who fully completed the DREEM questionnaire were included in the study. Validity was evaluated through the analysis of construct validity and reliability. RESULTS: After language validation the internal consistency was assessed. Cronbach's alpha for the overall score was 0.93 and the five subscales were: perceptions of learning 0.86, perceptions of teachers 0.82, perceptions of atmosphere 0.75, academic self-perceptions 0.61, and social-self perceptions 0.61. The exploratory factor analyses, however, yielded dimensions that did not fully correspond to the original DREEM subscales. CONCLUSIONS: Internal consistency of the Polish version of the DREEM scale as a whole was excellent, however for each of five originally developed subscales it was lower and vary a lot; construct validity of Polish version was not compatible with the original structure of the DREEM scale but was reasonable. A new five-factor solution obtained in this study could be a reliable tool for assessing the medical education environment in the Polish circumstances, but it will require confirmation in future study.

Students' perceptions of the educational environment at King Abdulaziz University Faculty of Dentistry (KAUFD): a cross sectional study.

BACKGROUND: Prior research studies have found that dental students' educational environment has an impact on their academic achievement. Therefore, the aim of this cross-sectional study was to assess dental students' perceptions of the educational environment at King Abdulaziz University Faculty of Dentistry (KAUFD) in Saudi Arabia. METHODS: Second-, third-, and fourth-year dental students at KAUFD, responded to the Dundee Ready Education Environment Measure (DREEM) in October 2017. It consists of five subscales: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. The overall mean value was calculated. RESULTS: A total of 217 dental students responded to the questionnaire (92 males, 125 females); the response rate was 43.40%. The overall mean DREEM score was 125, which is considered "more positive than negative." The mean DREEM score was higher for females (128.73) than for males (120.13). Third-year students (137.99) obtained higher mean scores compared to fourth-year (121.42) and fifth-year students (115.94). CONCLUSIONS: Dental students' perceptions of the educational environment at KAUFD support the findings of national and international studies. Students in the preclinical dental academic year (third year) obtained the highest DREEM score, when compared to those who belonged to the clinical academic years. Therefore, a personal development program and good support systems must be emphasized for clinical-year students.