Department of Pharmacology, Gulf Medical University, Ajman, United Arab Emirates.
Med Teach. 2011;33(1):e37-42. doi: 10.3109/0142159X.2011.530312.
Gulf Medical College, UAE, underwent a major curriculum change from a discipline-based to an organ-based integrated curriculum.
To compare students' perception of the educational environment in the discipline-based curriculum with that in the integrated curriculum.
Data was collected from second-year students (Group 1) in the discipline-based curriculum and in the subsequent year from second year students in the integrated curriculum (Group 2). The instrument used was Dundee Ready Education Environment Measure (DREEM). Scores were compared using Wilcoxon Rank Sum test. Data from second, third and fourth year students in the discipline-based curriculum were used to determine the total DREEM score for the school.
The total DREEM score was significantly higher (p < 0.001) for Group 2 (135/200) when compared to Group 1(116/200). Both groups unanimously perceived a positive educational environment. Although Group 2 showed significantly more satisfaction, they perceived an over-emphasis of factual learning and a problem of cheating. Total DREEM score for the school was 120/200.
This study shows that the organ system-based integrated curriculum is perceived to provide better educational environment than the discipline-based curriculum. However, areas like curriculum load and assessment strategies still require further fine tuning.
阿联酋海湾医学学院对课程设置进行了重大改革，从学科为基础的课程转变为器官系统为基础的整合课程。
比较基于学科的课程和整合课程中学生对教育环境的感知。
数据收集自第二年的学生（基于学科课程的第 1 组）和随后一年整合课程的第二年学生（第 2 组）。使用的工具是邓迪教育环境感知量表（DREEM）。使用 Wilcoxon 秩和检验比较得分。使用基于学科课程的二年级、三年级和四年级学生的数据来确定学校的总 DREEM 分数。
与第 1 组（116/200）相比，第 2 组（135/200）的总 DREEM 分数显著更高（p < 0.001）。两个组都一致认为教育环境是积极的。尽管第 2 组表现出更高的满意度，但他们认为存在过度强调事实学习和作弊问题。学校的总 DREEM 分数为 120/200。
这项研究表明，器官系统为基础的整合课程被认为比基于学科的课程提供更好的教育环境。然而，课程负荷和评估策略等领域仍需要进一步调整。
