Perception of Students on the Educational Environment in Selected Medical Universities Teaching an Integrated Curriculum in Myanmar

Introduction: The recommendations of the 10th National Medical Education Seminar (2016) in Myanmar, initiated a curriculum reform process, moving from traditional discipline-based curriculum to outcome based integrated curriculum. This study aimed to assess student perceptions of the educational environment in selected medical universities teaching with integrated curriculum. 
Methods: A cross-sectional study was done among medical students who have experienced an integrated curriculum. Self-administered Dundee Ready Education Environment Measure (DREEM) questionnaires were distributed to 419 students from two selected medical universities. 
Results: Overall DREEM mean score was 120.52/200, revealing more positive than negative perceptions. The mean scores of students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere, and students' social self-perceptions were 28.44/48, 28.44/44, 21.53/32, 25.98/48, 15.27/28 respectively, indicating more positive perceptions. Three items scored above 3, and 12 items scored less than 2 indicating problematic areas. Perception scores on the educational environment were statistically different between the two universities (p value <0.001), but no statistically significant differences in perception scores were seen by gender and academic year. 
Conclusion: Scores revealed more positive than negative perceptions but several weak areas were identified which need to be addressed for the better implementation of integrated curriculum and improvement of the medical education system in Myanmar.