Miles Susan, Leinster Sam J
School of Medicine, University of East Anglia, Norwich, UK.
Med Educ. 2007 Mar;41(3):265-72. doi: 10.1111/j.1365-2929.2007.02686.x.
Objective To compare Year 1 medical students' perceptions of their educational environment at the end of Year 1, with their expectations at the beginning of the year using the Dundee Ready Education Environment Measure (DREEM). Methods Year 1 students (n = 130) at the University of East Anglia Medical School were asked to complete the DREEM during their induction week at the beginning of Year 1, thinking about the educational environment they expected to encounter (Expected DREEM), and again as part of a compulsory evaluation at the end of Year 1, thinking about the educational environment they had actually experienced (Actual DREEM). A total of 87 students (66.92% of the starting cohort) completed the DREEM on both occasions and gave permission for their data to be published. Results The Expected DREEM score was 153 out of a maximum of 200, and the Actual DREEM score was 143. Student's expected perceptions of learning and teachers, and their expected academic self- and social self-perceptions were all more positive than their actual perceptions. There was no difference between expected and actual perceptions of atmosphere. Specific aspects of the educational environment showing dissonance were identified. In some areas students' low expectations had been matched by their actual experience. Conclusions Medical students had started Year 1 with expectations about the educational environment that had not been met. However, areas showing dissonance received low item scores on the Actual DREEM and as such would be picked up for remediation, even without information about student expectations.
目的 采用邓迪良好教育环境量表（DREEM），比较一年级医学生在第一学年末对其教育环境的感知与学年开始时的期望。方法 东英吉利大学医学院的一年级学生（n = 130）在第一学年开始的迎新周期间，被要求完成DREEM，思考他们期望遇到的教育环境（预期DREEM），并在第一学年末作为强制评估的一部分再次完成，思考他们实际经历的教育环境（实际DREEM）。共有87名学生（占起始队列的66.92%）在两个时间点都完成了DREEM，并允许公布他们的数据。结果 预期DREEM分数最高为200分，实际得分为143分。学生对学习和教师的预期感知，以及他们预期的学业自我和社会自我感知都比实际感知更积极。对氛围的预期和实际感知没有差异。确定了教育环境中存在不一致的具体方面。在某些领域，学生的低期望与他们的实际体验相符。结论 医学生在第一学年开始时对教育环境的期望未得到满足。然而，显示不一致的领域在实际DREEM上的项目得分较低，因此即使没有学生期望的信息，也会被挑选出来进行补救。
