The Medical Education Environment at the University of Nairobi, Kenya: An Assessment with the DREEM Tool 

Daniel Ojuka1, Faith Aseta2, Beth Githambo2, Brian Wambua2

1. Department of Surgery, University of Nairobi
2. School of Medicine, University of Nairobi

Correspondence to: Dr. Daniel Ojuka; email:

Received:30 July 2019; Revised:9 September 2020; Accepted: 10 November 2020; Available online: 20 December 2020


Background: The supportive learning environment can enhance impartating of knowledge and skills. Objective: To assess the learning environment at the School of Medicine of the University of Nairobi using the Dundee Ready Educational Environment Measure (DREEM) tool. Methods: A cross-sectional survey carried in 2019 out among medical students during their clinical years to obtain their perceptions about the learning environment at the School of Medicine of the University of Nairobi. The DREEM tool was used for the survey. Data were entered and analyzed in SPSS version19. Comparisons were performed using analysis of variance (ANOVA). p≤0.05 was considered statistically significant. Results: We obtained 619 responses (77.4%) from 800 tools distributed. The total mean score of DREEM was 93.3/200. This is a 46.7% score overall indicating a poor perception of the learning environment. Year IV was the class with the poorest perception with a p<0.05. Conclusion: The DREEM score shows numerous problems, with perception of learning and social support being the areas requiring the most improvement. Although teachers are knowledgeable, students are wary of their ability to transfer knowledge and skills.

Keywords: Learning environment, DREEM, Medical students
Ann Afr Surg. 2021 ; 18(2) : 96–102
Conflicts of Interest: None
Funding: None
© 2021 Author. This work is licensed under the Creative Commons Attribution 4.0 International License 


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