Impact of COVID-19 Pandemic on Undergraduate Psychiatry Teaching, Educational Environment, and Learning Processes

Figures & data

Table 1 Scores for Dundee Ready Education Environment Measure (DREEM) Domains

DREEM Domain	Mean (SD)/Maximum Score (2020 Cohort)	Percentage Score	Mean (SD)/Maximum Score (2019 Cohort)	Percentage Score
SPL	39.09 (5.31)/48	81.4	38.05 (4.68)/48	79.3
SPT	38.36 (4.37)/44	87.2	37.59 (4.25)/44	85.4
SASP**	25.11 (3.38)/32	78.5	23.84 (3.28)/32	74.5
SPA	39.69 (4.78)/48	82.7	38.51 (4.88)/48	80.2
SSSP	22.25 (3.18)/28	79.5	21.59 (2.95)/28	77.1
Total*	164.48 (18.76)/200	82.2	159.65 (17.41)/200	79.8

Notes: *p<0.05, **p<0.005 indicate significant differences in DREEM scores between the two cohorts.

Abbreviations: SPL, Student Perception of Learning; SPT, Student Perception of Teachers; SASP, Student Academic Self-Perception; SPA, Student Perception of the Atmosphere of the Learning Environment; SSSP, Student Social Self-Perception.

Table 2 Scores for Learning Domains and Overall Rating of Posting

		2020 Cohort Mean (SD)	2019 Cohort Mean (SD)
Items about learning	I am more motivated to learn psychiatric disorders	3.41 (0.61)	3.26 (0.65)
	I am more engaged in psychiatry*	3.46 (0.57)	3.29 (0.66)
	I better appreciate relevant psychiatric topics	3.52 (0.69)	3.45 (0.55)
	I am better equipped to manage psychiatric conditions**	3.48 (0.53)	3.27 (0.59)
Overall rating	Overall rating of the posting	3.52 (0.59)	3.46 (0.58)

Notes: *p<0.05, **p<0.005 indicate significant differences in ratings of learning process between the two cohorts.

Table 3 Pearson Correlations Among Dundee Ready Education Environment Measure (DREEM) Scores, Items on Learning Processes, and Overall Rating of Posting (2020 Cohort)

	SPL	SPT	SASP	SPA	SSSP	DREEM
More motivated to learn psychiatric disorders	0.349**	0.312**	0.347**	0.365**	0.376**	0.394**
More engaged with psychiatry	0.402**	0.281*	0.385**	0.385**	0.400**	0.418**
Better appreciation of relevant psychiatric topics	0.329**	0.278*	0.353**	0.325**	0.319**	0.362**
Better equipped at management of psychiatric conditions	0.316**	0.348**	0.395**	0.439**	0.429**	0.431**
Overall rating of posting	0.515**	0.507**	0.429**	0.597**	0.507**	0.583**

Notes: *Correlation is significant at the 0.05 level (2-tailed). **Correlation is significant at the 0.01 level (2-tailed).

Abbreviations: SPL, Student Perception of Learning; SPT, Student Perception of Teachers; SASP, Student Academic Self-Perception; SPA, Student Perception of the Atmosphere of the Learning Environment; SSSP, Student Social Self-Perception.

Figure 1 Effect of total DREEM score on overall rating of posting with learning outcomes as parallel mediators for 2020 cohort. Direct effects: Total DREEM score → Overall rating of posting (direct): β=0.491, p < 0.001 (significant). Indirect effects: Total DREEM score → Overall rating of posting (indirect through all mediators): β=0.092, CI=−0.011 to 0.244 (not significant). Total DREEM score → Overall rating of posting (indirect through Motivated): β=0.013, CI=−0.126 to 0.184 (not significant). Total DREEM score → Overall rating of posting (indirect through Engaged): β=0.149, CI=−0.019 to 0.311 (not significant). Total DREEM score → Overall rating of posting (indirect through appreciation): β=−0.070, CI=−0.159 to 0.101 (not significant).

Notes: All indirect effects are reported below the figure, and are completely standardized. *p < 0.05, ** p < 0.001.