Abstract
BACKGROUND: Appropriate and desirable learning outcomes and achievements are positively associated with desirable aspects of psycho-social learning environments; that is, the best environment gives the best results. The learning environment in medical education is one of the most essential elements that determine the success of an efficient curriculum. Education in hospital departments provides unique opportunities for students to learn through the use of various strategies and different teaching styles. The purpose of this study is a systematic review and meta-analysis regarding the quality of the clinical education environment based on the DREEM model. METHODS: This study employed a systematic review and meta-analysis approach. All articles related to the quality of the clinical education environment (educational climate) based on the DREEM model in Iran were searched in 8 databases, collected, and evaluated for quality. Finally, 19 articles were analyzed using Comprehensive Meta-Analysis software. RESULTS: Overall, 190 studies were identified, of which 115 records were screened and 39 were selected and included in the review. Finally, 30 studies comprising 2 psychometric studies of varying quality, provided data on the total score of the DREEM questionnaire and were included in the meta-analysis. The effect measure was the mean of reported scores. The pooled total score was 119.18 out of 200 (95% CI, 112.09-126.26). The highest score was observed in “perception of learning” (28.33, 95% CI, 25.96-30.70), and the lowest score was observed in “social self-perception” (17.52, 95% CI, 16.45-18.74). CONCLUSION: This is the first systematic review and meta-analysis study in the Islamic Republic of Iran, which has determined the overall situation regarding the quality of the educational climate based on the DREEM model. The results show that the total score is slightly higher than 50%, indicating that social self-perception requires further national planning for improvement.