Lund University, Faculty of Medicine, Centre for Teaching and Learning, Sweden.
Med Teach. 2010;32(6):e233-8. doi: 10.3109/01421591003706282.
The medical programme at Lund University, Sweden, has undergone curricular reform over several stages, which is still ongoing. Students have been somewhat negative in their evaluations of the education during this time.
To find out how the students perceived the educational climate using the Dundee Ready Education Environment Measure (DREEM), and to compare the findings taken at two given points in time.
The DREEM instrument was distributed in semesters 2, 6 and 10 in 2003 and 2005, to a total of 503 students.
The students rated their climate as positive. The total DREEM score (145) was somewhat higher than other published results and in the same range as for other reformed curricula. There was hardly any difference between the genders in their perceptions of the climate. Certain items were rated low and became subject of development between the measurements. These items concerned a perceived lack of a support system for stressed students and a lack of feedback and constructive criticism from teachers. Some improvement was detected in 2005.
The educational climate was high in a reformed curriculum and could be maintained high during on-going curricular reform. Educational development resulted in better results on some items.
瑞典隆德大学的医学课程已经经历了几个阶段的课程改革，目前仍在进行中。在此期间，学生对教育的评价有些负面。
使用邓迪准备教育环境量表（DREEM）了解学生对教育氛围的看法，并比较在两个特定时间点的发现。
2003 年和 2005 年，在第 2、6 和 10 学期向总共 503 名学生分发了 DREEM 工具。
学生对他们的学习环境评价很高。总 DREEM 分数（145）略高于其他已发表的结果，与其他改革课程的范围相同。在对学习环境的看法上，男女之间几乎没有差异。某些项目的评分较低，并在测量之间成为发展的主题。这些项目涉及到对有压力的学生缺乏支持系统以及教师缺乏反馈和建设性批评的看法。在 2005 年发现了一些改进。
在改革课程中，教育氛围很高，并且可以在持续的课程改革中保持高水平。教育发展使某些项目的结果得到了改善。
