Shehnaz Syed I, Sreedharan Jayadevan, Gomathi Kadayam G
Departments of Pharmacology and.
Sultan Qaboos Univ Med J. 2012 Feb;12(1):77-85. doi: 10.12816/0003091. Epub 2012 Feb 7.
In 2008, the Gulf Medical College in the United Arab Emirates underwent a curricular change from a discipline-based to an organ-system-based integrated curriculum. In this context, this study aimed to compare the faculty and students' perceptions of the student experiences with the new curriculum.
Data were collected from faculty and second-year students in the integrated curriculum using the Dundee Ready Education Environment Measure (DREEM). Data collected were transferred to Predictive Analytics Software, Version 18. Global and domain scores were assessed with the Wilcoxon Rank-Sum Test. Percentage agreement, disagreement and uncertainty were assessed by the z-test for proportion.
There were no significant differences between the total DREEM scores of faculty (139/200) and students (135/200). The faculty perceived that the students were experiencing significantly more positive learning as indicated by the domain score of "Students' Perceptions of Learning". Proportions of agreement between faculty and students showed that more faculty members than students perceived the need for increased feedback to students and a greater emphasis on long term learning.
The study showed that the faculty and students had similar perceptions about the student experiences in the integrated curriculum. Areas necessitating remedial measures were the need for faculty to learn constructive feedback techniques and an emphasis on long term learning in the new curriculum.
2008年，阿拉伯联合酋长国的海湾医学院经历了课程变革，从基于学科的课程转变为基于器官系统的整合课程。在此背景下，本研究旨在比较教师和学生对新课程中学生体验的看法。
使用邓迪教育环境就绪度测量量表（DREEM）从整合课程中的教师和二年级学生那里收集数据。收集到的数据被传输到预测分析软件第18版。使用威尔科克森秩和检验评估总体和领域得分。通过比例z检验评估百分比一致性、不一致性和不确定性。
教师（139/200）和学生（135/200）的DREEM总分之间没有显著差异。教师认为，从“学生对学习的看法”这一领域得分来看，学生正在经历显著更多的积极学习体验。教师和学生之间的一致性比例表明，认为需要增加对学生的反馈以及更加强调长期学习的教师比学生更多。
该研究表明，教师和学生对整合课程中学生体验的看法相似。需要采取补救措施的方面包括教师需要学习建设性反馈技巧以及在新课程中更加强调长期学习。
