Kang I, Foster Page L A, Anderson V R, Thomson W M, Broadbent J M
Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand.
Eur J Dent Educ. 2015 May;19(2):122-30. doi: 10.1111/eje.12112. Epub 2014 Jul 17.
To examine the 'Expected' and 'Actual' educational environment experienced by a cohort of Bachelor of Dental Surgery (BDS) students at the University of Otago's Faculty of Dentistry using the Dundee Ready Educational Environment Measure (DREEM).
Cohort members were asked to complete five DREEM surveys over the four-year BDS programme. Student expectations at the beginning of their first year were assessed using a modified version of the DREEM questionnaire, while following (standard) DREEM questionnaires at the end of each professional year addressed students' 'Actual' perception of the educational environment.
Sixty-six students (99%) completed at least one questionnaire. Overall, the BDS students' perceptions of their educational environment tended to be positive and students identified both perceived strengths and weaknesses in the BDS programme. However, more negative than positive shifts were reported between the 'Expected' and 'Actual' individual DREEM individual items, suggesting that BDS students initially expected more from their educational environment than they actually experienced. Individual DREEM outcomes undergoing negative and positive shifts differed over the years and varied in number. These may be explained, in part, by changes in the curriculum focus from year to year.
The students' changing DREEM responses over time revealed anticipated and perceived strengths and weaknesses of the BDS curriculum, as well as shifts in students' perceptions in response to curricular changes. However, our findings highlight the potential usefulness for dental education of a measure for use that takes the unique aspects of the dental education environment into account.
使用邓迪教育环境量表（DREEM），研究奥塔哥大学牙科学院一群牙外科学士（BDS）学生所经历的“预期”和“实际”教育环境。
要求该队列成员在四年的BDS课程中完成五项DREEM调查。在第一年开始时，使用DREEM问卷的修改版评估学生的期望，而在每个专业学年结束时使用（标准）DREEM问卷来了解学生对教育环境的“实际”认知。
66名学生（99%）至少完成了一份问卷。总体而言，BDS学生对其教育环境的认知倾向于积极，并且学生们指出了BDS课程中感知到的优势和劣势。然而，在“预期”和“实际”的DREEM单个项目之间，报告的负面变化多于正面变化，这表明BDS学生最初对其教育环境的期望高于他们的实际体验。多年来，经历正负变化的DREEM单个结果各不相同，数量也有所不同。这些部分可以通过每年课程重点的变化来解释。
学生随时间变化的DREEM反应揭示了BDS课程预期的和感知到的优势与劣势，以及学生认知因课程变化而发生的转变。然而，我们的研究结果强调了一种考虑到牙科教育环境独特方面的测量方法对牙科教育的潜在有用性。
