Perceptions of the learning environment among health professions students across multiple campuses during curriculum reform

Abstract Purpose This study compared how undergraduate students in pharmacy and other health science programmes at Fatima College of Health Sciences (FCHS), UAE, perceived their learning environment during a period of curriculum reform. Methods In this cross-sectional survey, students FCHS’s Abu Dhabi (n = 776) and Al Ain (n = 593) campuses were invited to complete the 50-item Dundee Ready Education Environment Measure (DREEM). Independent-samples t-tests compared total and domain scores between campuses and one-way ANOVA compared scores across programmes. Results Of 123 students who started the survey, 92 provided complete responses (63 from Abu Dhabi, 29 from Al Ain). The mean total DREEM score was 134.39 (SD 20.81) of 200 (67.2%), interpreted as "more positive than negative." Total and domain scores did not differ significantly between campuses (all p>.05) or across programmes overall. However, perceptions of teachers varied significantly by programme (F(6,85) = 3.18, p=.007), with pharmacy students rating teachers more favourably than nursing students (p=.003, Hedges' g = 0.88). Item-level analysis showed peer friendship and perceived teacher knowledge as the most highly rated items, while overemphasis on factual learning and teacher-centred instruction were rated lowest at both campuses. Conclusion Students at both FCHS campuses perceived their learning environment as more positive than negative, with particularly favourable academic self‑perceptions and comparatively lower scores for atmosphere and social self‑perceptions. Programme‑level differences, especially in perceptions of teachers, appear more relevant than campus location and should be considered exploratory. These findings offer baseline evidence for curriculum reform and suggest that programme‑specific, mixed‑methods follow‑up and targeted faculty development may be more appropriate than uniform, campus‑wide interventions.