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dc.contributor.authorDimoliatis, I. D.en
dc.contributor.authorVasilaki, E.en
dc.contributor.authorAnastassopoulos, P.en
dc.contributor.authorIoannidis, J. P.en
dc.contributor.authorRoff, S.en
dc.rightsDefault Licence-
dc.subjectData Collectionen
dc.subject*Education, Medical, Undergraduateen
dc.subject*Educational Measurementen
dc.subjectEducational Statusen
dc.subjectFactor Analysis, Statisticalen
dc.subjectFocus Groupsen
dc.subjectPilot Projectsen
dc.subjectReproducibility of Resultsen
dc.subject*Schools, Medicalen
dc.subjectStatistics as Topicen
dc.subjectStatistics, Nonparametricen
dc.titleValidation of the Greek translation of the Dundee Ready Education Environment Measure (DREEM)en
heal.type.enJournal articleen
heal.type.elΆρθρο Περιοδικούel
heal.recordProviderΠανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Υγείας. Τμήμα Ιατρικήςel
heal.abstractCONTEXT: The educational environment makes an important contribution to student learning. The DREEM questionnaire is a validated tool assessing the environment. OBJECTIVES: To translate and validate the DREEM into Greek. METHODS: Forward translations from English were produced by three independent Greek translators and then back translations by five independent bilingual translators. The Greek DREEM.v0 that was produced was administered to 831 undergraduate students from six Greek medical schools. Cronbach's alpha and test-retest correlation were used to evaluate reliability and factor analysis was used to assess validity. Questions that increased alpha if deleted and/or sorted unexpectedly in factor analysis were further checked through two focus groups. FINDINGS: Questionnaires were returned by 487 respondents (59%), who were representative of all surveyed students by gender but not by year of study or medical school. The instrument's overall alpha was 0.90, and for the learning, teachers, academic, atmosphere and social subscales the alphas were 0.79 (expected 0.69), 0.78 (0.67), 0.69 (0.60), 0.68 (0.69), 0.48 (0.57), respectively. In a subset of the whole sample, test and retest alphas were both 0.90, and mean item scores highly correlated (p<0.001). Factor analysis produced meaningful subscales but not always matching the original ones. Focus group evaluation revealed possible misunderstanding for questions 17, 25, 29 and 38, which were revised in the DREEM.Gr.v1. The group mean overall scale score was 107.7 (SD 20.2), with significant differences across medical schools (p<0.001). CONCLUSION: Alphas and test-retest correlation suggest the Greek translated and validated DREEM scale is a reliable tool for assessing the medical education environment and for informing policy. Factor analysis and focus group input suggest it is a valid tool. Reasonable school differences suggest the instrument's sensitivity.en
heal.journalNameEduc Health (Abingdon)en
Appears in Collections:Άρθρα σε επιστημονικά περιοδικά ( Ανοικτά)

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