Assessing how paramedical faculty’s professors and students at Kurdistan- Iraq Universities of Medical Sciences and Health Services perceive the quality of clinical learning environments through the application of the DREEM model

The education process in paramedical faculties is influenced by various factors affecting students’ learning.The present study aimed to assess the quality of clinical learning environments in the paramedical faculty of Kurdistan-Iraq Universities of Medical Science.

This study used a cross-sectional survey based on convenience sampling, involving 552 paramedical students and 125 professors from relevant departments within Kurdistan-Iraq’s medical sciences universities. Data analysis involved descriptive and inferential statistics, including frequency, mean, standard deviation,, t-test and ANOVA, conducted using SPSS version 22.

The mean scores of the overall DREEM scores for students and professors were 115.07 ± 31.65 and 95.16 ± 12.67, respectively. Significant differences were observed in students’ fields of study and in all areas of the attitudes questionnaire. Additionally, a significant difference was found between professors’ degrees in the scientific ability subscale of attitude towards the fields, and characteristics of clinical learning environments (p < .05).

The findings suggest relative satisfaction among professors and students with the clinical education environment within the paramedical faculty.