Non-Cochrane · other · PM42021798
The Quality of Clinical Education Environment Based on the DREEM Model in Medical Universities of Iran from Students and Professors' Perspective; Systematic Review and Meta-analysis.
Soltanifar Azadeh, Vatankhah Roya, Majidi Talab Seyed Mahdi, et al. · Medical journal of the Islamic Republic of Iran · 2025 · PubMed · doi:10.47176/mjiri.39.135
Findings
13 findings
| Population | ||||
|---|---|---|---|---|
| Students and professors in Iranian medical sciences universities (medicine, nursing, midwifery, dentistry, pharmacy, allied health; interns, residents, professors) | Clinical education environment as measured by DREEM (no intervention; pooled observational scores) | None | DREEM dimension 4: perception of learning atmosphere Clinical education environment, Iranian universities of medical sciences · Fixed-effect model | Pooled mean (DREEM score) 26.151 [26.015, 26.286] GRADE not reported 31 studies |
| Students and professors in medical sciences universities of Iran (medicine, nursing, midwifery, dentistry, pharmacy, paramedical and others) | Clinical education environment measured with the DREEM questionnaire | None (pooled mean score; no comparison) | DREEM total score (0-200) Sensitivity: trim and fill (no imputed studies) | Pooled mean 119.179 [112.099, 126.26] GRADE not reported 30 studies |
| Students and professors in medical sciences universities of Iran (medicine, nursing, midwifery, dentistry, pharmacy, paramedical and others) | Clinical education environment measured with the DREEM questionnaire | None (pooled mean score; no comparison) | DREEM total score (0-200) Sensitivity: fixed-effect model | Pooled mean 115.73 [115.23, 116.22] GRADE not reported 30 studies |
| Students and professors in medical sciences universities of Iran (medicine, nursing, midwifery, dentistry, pharmacy, paramedical and others) | Clinical education environment measured with the DREEM questionnaire | None (pooled mean score; no comparison) | DREEM dimension 5: social self-perception | Pooled mean 17.526 [16.453, 18.747] GRADE not reported 29 studies |
| Students and professors in Iranian medical sciences universities (medicine, nursing, midwifery, dentistry, pharmacy, allied health; interns, residents, professors) | Clinical education environment as measured by DREEM (no intervention; pooled observational scores) | None | DREEM dimension 2: perception of course organizers Clinical education environment, Iranian universities of medical sciences · Fixed-effect model | Pooled mean (DREEM score) 24.444 [24.33, 24.558] GRADE not reported 32 studies |
| Students and professors in Iranian medical sciences universities (medicine, nursing, midwifery, dentistry, pharmacy, allied health; interns, residents, professors) | Clinical education environment as measured by DREEM (no intervention; pooled observational scores) | None | DREEM dimension 3: academic self-perception Clinical education environment, Iranian universities of medical sciences · Fixed-effect model | Pooled mean (DREEM score) 20.635 [20.524, 20.746] GRADE not reported 30 studies |
| Students and professors in medical sciences universities of Iran (medicine, nursing, midwifery, dentistry, pharmacy, paramedical and others) | Clinical education environment measured with the DREEM questionnaire | None (pooled mean score; no comparison) | DREEM dimension 4: perception of learning atmosphere | Pooled mean 27.192 [25.422, 28.962] GRADE not reported 31 studies |
| Students and professors in medical sciences universities of Iran (medicine, nursing, midwifery, dentistry, pharmacy, paramedical and others) | Clinical education environment measured with the DREEM questionnaire | None (pooled mean score; no comparison) | DREEM dimension 1: perception of learning | Pooled mean 28.336 [25.964, 30.708] GRADE not reported 31 studies |
| Students and professors in medical sciences universities of Iran (medicine, nursing, midwifery, dentistry, pharmacy, paramedical and others) | Clinical education environment measured with the DREEM questionnaire | None (pooled mean score; no comparison) | DREEM dimension 2: perception of course organizers | Pooled mean 26.33 [24.45, 28.21] GRADE not reported 32 studies |
| Students and professors in medical sciences universities of Iran (medicine, nursing, midwifery, dentistry, pharmacy, paramedical and others) | Clinical education environment measured with the DREEM questionnaire | None (pooled mean score; no comparison) | DREEM dimension 3: academic self-perception | Pooled mean 20.49 [18.49, 22.5] GRADE not reported 30 studies |
| Students and professors in medical sciences universities of Iran (medicine, nursing, midwifery, dentistry, pharmacy, paramedical and others) | Clinical education environment measured with the DREEM questionnaire | None (pooled mean score; no comparison) | DREEM dimension 1: perception of learning Sensitivity: fixed-effect model | Pooled mean 28.235 [28.102, 28.368] GRADE not reported 31 studies |
| Students and professors in medical sciences universities of Iran (medicine, nursing, midwifery, dentistry, pharmacy, paramedical and others) | Clinical education environment measured with the DREEM questionnaire | None (pooled mean score; no comparison) | DREEM dimension 5: social self-perception Sensitivity: fixed-effect model | Pooled mean 16.568 [16.476, 16.66] GRADE not reported 29 studies |
| Students and professors in medical sciences universities of Iran (medicine, nursing, midwifery, dentistry, pharmacy, paramedical and others) | Clinical education environment measured with the DREEM questionnaire | None (pooled mean score; no comparison) | DREEM total score (0-200) | Pooled mean 119.18 [112.09, 126.26] GRADE not reported 30 studies |
Included primary studies 38
Open in Studies| Study | Year | Also included by | Outcomes it informs here | Trial data |
|---|---|---|---|---|
| Bagheri (2019) Morphology of the occlusal surface for premolar and molar teeth as an indicator of age in the horse. PMID:20192017 | 2009 | 1 other review | not stated | not extracted yet |
| Aarabi (2020) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Aghamolaei (2010) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Andalib (2015) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Azizi (2013) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Bakhshi (2013) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Bakhshi (2014) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Bakhshialiabad (2015) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Bakhshialiabad (2019) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Behkam (2022) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Daryazadeh (2020) Changes in biochemical constituents of paddy straw during degradation by white rot fungi and its impact on in vitro digestibility. PMID:20202018 | 2010 | this review only | not stated | not extracted yet |
| Faghani (2013) PMID:20132019 | NR | this review only | not stated | not extracted yet |
| Falah langroudi (2012) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Farahmand (2014) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Farajpour (2016) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Farajpour (2017) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Ghaemi (2015) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| ghaemi-amiri (2015) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Hasanabadi (2017) Enhancement of the adhesive and spreading potentials of ovarian carcinoma RMG-1 cells due to increased expression of integrin alpha5beta1… PMID:20172014 | 2010 | this review only | not stated | not extracted yet |
| Heidari gorji (2013) Preferential loss of porcine chromosomes in reprogrammed interspecies cell hybrids. PMID:20132013 | 2010 | this review only | not stated | not extracted yet |
| Heidari hengami (2014) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Imanpour (2015) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Jafari (2020) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Jalili (2014) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Koohpayezadeh (2014) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Managheb (2014) Anatomic single- and double-bundle anterior cruciate ligament reconstruction flowchart. PMID:20141990 | 2010 | this review only | not stated | not extracted yet |
| Matlabnegad(2014) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Montazeri (2014) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Montazeri (2020) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Mousavi (2014) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Rahbar (2012) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Rezaei (2017) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Sayadi (2015) Differential expression level of cytokeratin 8 in cells of the bovine nucleus pulposus complicates the search for specific intervertebral… PMID:20152014 | 2010 | this review only | not stated | not extracted yet |
| Soltani arabshahi (2008) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Soltaniarabshahi (2007) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Vatankhah (2015) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Zarvaj hoseini (2015) Structural diversity and evolution of the N-terminal isoform-specific region of ecdysone receptor-A and -B1 isoforms in insects. PMID:20152013 | 2010 | this review only | not stated | not extracted yet |
| Zolfaghari (2015) matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
Overlap with other reviews
Reviews that include the same primary studies are not independent evidence. Shared counts match studies by PMID, DOI or NCT, and otherwise by author and year (a probable match). Only the non-Cochrane dental reviews have study lists, so overlap with Cochrane reviews is not counted yet.
| Review | Shared studies | Jaccard |
|---|---|---|
| Association of Breastfeeding and Early Childhood Caries: A Systematic Review and Meta-Analysis. (2024) | 1 | 0.01 |
Review question
| Element | Planned (methods) | Found (results) |
|---|---|---|
| Population | Students and professors in disciplines of medical sciences universities in Iran (medicine, nursing, midwifery, health, dentistry, pharmacy, paramedicine, complementary medicine) | Medical students (16 studies), interns/externs (6), nursing (12), midwifery (3), dentistry (1), pharmacy (1), residents (6), professors (2) and other health disciplines |
| Intervention | Not specified (observational; educational environment, no intervention) | Not applicable (educational environment measured with DREEM) |
| Comparison | Not specified | Not applicable |
| Outcomes | Quality of the clinical education environment (educational climate) measured with the DREEM questionnaire: total score and five dimensions | DREEM total score (n=30 studies), perception of learning (n=31), perception of course organizers (n=32), academic self-perception (n=30), perception of learning atmosphere (n=31), social self-perception (n=29) |
| Study designs | Observational (cross-sectional) studies; no time or language restriction; letters and review articles excluded | 38 cross-sectional studies and 1 quasi-experimental study (published 2007 to 2022) |
| Timing | Not specified | Not specified |