Estructura factorial de la escala DREEM en estudiantes de medicina chilenos

Background: The entry to a University requires an adaptation process that not all students solve with the same kind of success. Even though students social adaptation and emotional skills are essential, the educational environmental that they perceive has a significant influence in their academic li...

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Autores principales:	Ortega B,Javiera, Pérez V,Cristhian, Ortiz M,Liliana, Fasce H,Eduardo, McColl C,Peter, Torres A,Graciela, Wright,Ana, Márquez U,Carolina, Parra P,Paula
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2015
Materias:	Education, Medical Psychometrics Students, medical Undergraduate
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872015000500013
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spelling	oai:scielo:S0034-988720150005000132018-10-31Estructura factorial de la escala DREEM en estudiantes de medicina chilenosOrtega B,JavieraPérez V,CristhianOrtiz M,LilianaFasce H,EduardoMcColl C,PeterTorres A,GracielaWright,AnaMárquez U,CarolinaParra P,Paula Education, Medical Psychometrics Students, medical Undergraduate Background: The entry to a University requires an adaptation process that not all students solve with the same kind of success. Even though students social adaptation and emotional skills are essential, the educational environmental that they perceive has a significant influence in their academic life. Aim: To describe the changes in the perception about academic environment that medical students experience during the first three years of undergraduate career. Material and Methods: The Dundee Ready Education Environment Measure (DREEM) scale was applied to 525 first to third year medical students and an exploratory factorial analysis was made. Results: Four factors were identified: Academic Perception: academic quality that students attribute to the process in which they take part, as well as to the assessment that they do of their learning outcomes (coefficient ± = 0.85); Academic Experience: refers to positive emotions that students experience during the career such as confidence, pleasure and energy (coefficient ± = 0.76); Atmosphere Perception, comfort and calm that students experiment during their academic activities (coefficient ± = 0.79); Teachers Perception: the perception that students have of teachers about their interest and disposition towards students (coefficient ± = 0.50). Conclusions: The assessment of academic environment quality is inversely associated with the lapse that the students have spent in their undergraduate careers.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.143 n.5 20152015-05-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872015000500013es10.4067/S0034-98872015000500013
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Education, Medical Psychometrics Students, medical Undergraduate
spellingShingle	Education, Medical Psychometrics Students, medical Undergraduate Ortega B,Javiera Pérez V,Cristhian Ortiz M,Liliana Fasce H,Eduardo McColl C,Peter Torres A,Graciela Wright,Ana Márquez U,Carolina Parra P,Paula Estructura factorial de la escala DREEM en estudiantes de medicina chilenos
description	Background: The entry to a University requires an adaptation process that not all students solve with the same kind of success. Even though students social adaptation and emotional skills are essential, the educational environmental that they perceive has a significant influence in their academic life. Aim: To describe the changes in the perception about academic environment that medical students experience during the first three years of undergraduate career. Material and Methods: The Dundee Ready Education Environment Measure (DREEM) scale was applied to 525 first to third year medical students and an exploratory factorial analysis was made. Results: Four factors were identified: Academic Perception: academic quality that students attribute to the process in which they take part, as well as to the assessment that they do of their learning outcomes (coefficient ± = 0.85); Academic Experience: refers to positive emotions that students experience during the career such as confidence, pleasure and energy (coefficient ± = 0.76); Atmosphere Perception, comfort and calm that students experiment during their academic activities (coefficient ± = 0.79); Teachers Perception: the perception that students have of teachers about their interest and disposition towards students (coefficient ± = 0.50). Conclusions: The assessment of academic environment quality is inversely associated with the lapse that the students have spent in their undergraduate careers.
author	Ortega B,Javiera Pérez V,Cristhian Ortiz M,Liliana Fasce H,Eduardo McColl C,Peter Torres A,Graciela Wright,Ana Márquez U,Carolina Parra P,Paula
author_facet	Ortega B,Javiera Pérez V,Cristhian Ortiz M,Liliana Fasce H,Eduardo McColl C,Peter Torres A,Graciela Wright,Ana Márquez U,Carolina Parra P,Paula
author_sort	Ortega B,Javiera
title	Estructura factorial de la escala DREEM en estudiantes de medicina chilenos
title_short	Estructura factorial de la escala DREEM en estudiantes de medicina chilenos
title_full	Estructura factorial de la escala DREEM en estudiantes de medicina chilenos
title_fullStr	Estructura factorial de la escala DREEM en estudiantes de medicina chilenos
title_full_unstemmed	Estructura factorial de la escala DREEM en estudiantes de medicina chilenos
title_sort	estructura factorial de la escala dreem en estudiantes de medicina chilenos
publisher	Sociedad Médica de Santiago
publishDate	2015
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872015000500013
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Estructura factorial de la escala DREEM en estudiantes de medicina chilenos

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