Evaluation of Students' Perceptions of the Educational Environment during Curricular Transition at a Dental College in Pakistan Utilizing the DREEM Inventory

Abstract

Objective: The aim of this study was to assess undergraduate dental students' perceptions of the educational environment with respect to the transition of the curriculum with DREEM

Study Design: Cross-sectional study
Place and Duration of Study: This study was conducted at the Women Dental College, Abbottabad, Pakistan, from December 2025 to April 2026.

Methodology: Among the 200 invited students, 134 responded (67%). A 50-item DREEM inventory was used to assess perceptions, and scores were compared between the integrated modular and traditional curriculum groups.

Results: The mean total DREEM score for the integrated modular group was greater than that for the traditional group, but this difference was not statistically significant (123.68 ± 35.27 vs. 113.65 ± 28.92, p = 0.077). Teachers could improve by using more teacher-centered approaches, providing positive feedback, facilitating factual learning, and providing support for the students.

Conclusion: There were no statistically significant differences between the two groups; however, perceptions were more favourable within the integrated modular group. Improving students' teaching, feedback and psychosocial support can enhance the educational environment.