Kohli Varun, Dhaliwal Upreet
Department of Ophthalmology and Medical Education Unit, University College of Medical Sciences and GTB Hospital, University of Delhi, India.
J Educ Eval Health Prof. 2013 Jun 30;10:5. doi: 10.3352/jeehp.2013.10.5. eCollection 2013.
The objective of this study was to assess student perceptions of the environment in this medical college using the Dundee Ready Educational Environment Measure (DREEM).
Cross-sectional study; 348 medical student volunteers (68.1%) of all semesters participated (511 enrolled). DREEM has 50 items, each rated from 0-4 (Likert scale: 0, strongly disagree to 4, strongly agree), that measure five domains: students' perceptions of learning; perceptions of teachers; academic self-perception; perceptions of the atmosphere; and social self-perception. Mean item scores, domain scores, and global scores were computed.
The three highest rated items were knowledgeable teachers, having good friends, and confidence about passing; the three most problematic items were a poor support system for stressed students, inability to memorize everything, and over-emphasis on factual learning. The percentage score for perception of learning (47.26± 14.85) was significantly lower than that for teachers (52.28± 9.91; P< 0.001); academic self-perception (52.14 ± 15.21; P < 0.001); perception of the atmosphere (51.21 ± 13.60; P = 0.001); and social self-perception (50.63± 13.90; P= 0.010). The global scores were lowest for eighth-semester students (89.8± 21.24) when compared to second (101.33± 21.05; P= 0.003), fourth (107.69± 18.96; P< 0.001), and sixth (100.07± 20.61; P= 0.020).
Improvement is required across all domains of the educational environment at this institution. Students, particularly of the eighth semester, perceived the teaching negatively. The lowest scores were given to the support system, burdensome course content, and factual learning; thus, a hybrid curriculum that includes problem-based learning might provide students with stimulating learning; structured clinical teaching with specific curricular objectives, as well as mentoring of senior students by faculty and near-peers, might improve the learning environment for senior students.
本研究的目的是使用邓迪教育环境就绪度测量量表（DREEM）评估医学院学生对该医学院环境的看法。
横断面研究；所有学期的348名医学专业学生志愿者（68.1%）参与研究（共511人报名）。DREEM有50个项目，每个项目的评分从0到4（李克特量表：0表示强烈不同意，4表示强烈同意），用于衡量五个领域：学生对学习的看法；对教师的看法；学业自我认知；对氛围的看法；以及社交自我认知。计算每个项目的平均得分、领域得分和总体得分。
评分最高的三个项目是知识渊博的教师、有好朋友以及对通过考试有信心；问题最大的三个项目是压力大的学生支持系统差、无法记住所有内容以及过度强调事实性学习。学习认知的百分比得分（47.26±14.85）显著低于教师认知（52.28±9.91；P<0.001）、学业自我认知（52.14±15.21；P<0.001）、氛围认知（51.21±13.60；P = 0.001）和社交自我认知（50.63±13.90；P = 0.010）。与第二学期（101.33±21.05；P = 0.003）、第四学期（107.69±18.96；P<0.001）和第六学期（100.07±20.61；P = 0.020）相比，第八学期学生的总体得分最低（89.8±21.24）。
该机构教育环境的所有领域都需要改进。学生，尤其是第八学期的学生，对教学评价负面。支持系统、繁重的课程内容和事实性学习得分最低；因此，包含基于问题的学习的混合课程可能会为学生提供刺激性学习；具有特定课程目标的结构化临床教学，以及教师和近同龄人对高年级学生的指导，可能会改善高年级学生的学习环境。
