In the realm of dental education, the continual assessment of the learning environment is paramount. A recent study conducted in upper Egypt sheds enlightening insights into how the academic atmosphere in dental schools can significantly impact student learning and performance. The research, spearheaded by Mustafa, S.S., Felefel, W., and Ibrahim, S.H., employs a robust tool known as the DREEM (Dental Education Environment Measurement) to evaluate the educational landscape among dental students. This study reflects a growing recognition of the necessity for a responsive academic environment that aligns with best practices.
The backdrop of this investigation is the evolving nature of dental education in Egypt, where increasing enrollment rates compounding with a diverse student demographic call for a rigorous appraisal of educational methodologies. The DREEM tool, designed specifically to gauge aspects of the learning environment, probes into five key domains: perceptions of learning, perceptions of teachers, academic self-perception, perceptions of atmosphere, and social self-perception. This comprehensive framework offers a holistic view of the educational experience from the students’ perspectives.
Utilizing a cross-sectional research design, the study adopted a quantitative methodology to solicit feedback from dental students in various institutions across upper Egypt. The sample was carefully curated to encompass responses from a broad spectrum of year groups, aiming to present a multifaceted account of the educational conditions prevailing in the dental schools of the region. The data collection was structured to ensure that it could paint a vivid picture of students’ sentiments toward their educational climate.
The analysis involved a detailed statistical exploration of the collected data, wherein various psychological and educational metrics were critically appraised. The results unveiled both commendable strengths and notable weaknesses within the dental educational environment. It is significant to note that while certain domains scored positively, reflecting areas of satisfaction among students, others pointed toward substantial room for improvement, emphasizing the need for institutional changes to enhance the overall experience.
A particularly compelling finding from the study was the students’ perceptions of their educators. Effective teaching is indispensable in shaping both the learning journey and the future of competent dental practitioners. However, the results indicated discrepancies in how students perceived the teaching efficacy and engagement levels of their instructors. Addressing these perceptions could foster a more enriching educational experience and contribute to the development of future-oriented dental professionals.
Furthermore, the study highlighted the atmosphere within dental schools — an essential element in sustaining student motivation and engagement. The learning environment encompasses not only academic rigor but also the emotional and psychological factors influencing students’ academic lives. Interestingly, while some students reported a supportive and collaborative atmosphere, others experienced feelings of isolation or pressure, shedding light on the heterogeneous experiences among the student body.
Additionally, the research provided insights into the academic self-perception of the students. It was observed that students often grapple with confidence issues, which can impede their academic performance. A growing body of literature supports the assertion that self-efficacy plays a significant role in academic achievement; thus, initiatives focused on boosting students’ confidence levels could be beneficial to the overall educational objectives of dental schools.
In the pursuit of excellence in dental education, it becomes crucial for institutions to not only reflect on the findings of such studies but to implement actionable strategies that address identified gaps. Institutional leadership should look towards creating a more cohesive educational framework that fosters open dialogue between students and faculty, allowing for feedback mechanisms that are responsive to the students’ needs and suggestions.
The importance of peer learning and collaboration cannot be understated, as these elements enhance not only personal growth but also collective academic success. Thus, the role of mentorship programs, peer support systems, and collaborative learning spaces should be prioritized as vehicles for creating a more dynamic learning environment.
As the findings of this comprehensive study gain traction, they will likely influence policy-makers, educators, and administrators within the realm of dental education, pushing towards reformative practices that acknowledge and cater to the realities of the student experience. The ripple effects of these changes could transcend individual institutions and set a benchmark for dental education paradigms nationwide.
Ultimately, fostering an optimal educational environment is a shared responsibility among stakeholders encompassing students, educators, and institutional leadership. Collaboration, continuous feedback loops, and deliberate strategies to enhance the learning atmosphere will converge to create a thriving dental education system that not only hones skilled practitioners but also enriches the academic lives of those pursuing this noble profession.
The implications of the study are profound, urging a re-evaluation of traditional pedagogies while reinforcing the emphasis on adaptable and student-centered educational frameworks. As the field of dental education progresses, taking heed of the students’ voices via studies such as this showcases a commitment to advancing educational standards and outcomes.
In conclusion, the examination of the dental educational environment in upper Egypt using the DREEM tool illuminates critical aspects that warrant attention and action. It reinforces the concept that the educational atmosphere can significantly affect student well-being and success. As the narrative unfolds around improving dental education, this study paves the way for future research and initiatives aimed at fostering a transformative educational experience for all dental students.
Subject of Research: Evaluation of the dental educational environment in upper Egypt
Article Title: Evaluation of the dental educational environment in upper Egypt using the DREEM tool: a cross-sectional study
Article References:
Mustafa, S.S., Felefel, W. & Ibrahim, S.H. Evaluation of the dental educational environment in upper Egypt using the DREEM tool: a cross-sectional study. BMC Med Educ (2025). https://doi.org/10.1186/s12909-025-08340-y
Image Credits: AI Generated
DOI: 10.1186/s12909-025-08340-y
Keywords: Dental education, learning environment, DREEM tool, student perceptions, educational reform.
