Evidence Based Clinic, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands.
Educational Research & Development Department, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands.
Eur J Dent Educ. 2021 Nov;25(4):829-836. doi: 10.1111/eje.12662. Epub 2021 Feb 2.
The learning environment (LE) influences students' behaviour, and predicts academic achievement, satisfaction and success. Measuring students' perception of the LE provides relevant information for curricular quality assurance. In this study, a LE assessment was used to observe variations in students' LE perception throughout the curriculum, to illustrate the possible influence that preclinical training (Pt) and clinical training (Ct) have on students' learning experience.
All students in the six-year undergraduate dental programme (n = 849) at the Academic Centre for Dentistry Amsterdam (ACTA) were approached and divided into Pt and Ct groups according to their training phase in the curriculum. The LE was assessed using the Dundee Ready Educational Environment Measure (DREEM), and the results were evaluated using the Statistical Package for the Social Sciences (SPSS) software for distribution (Kolmogorov-Smirnov normality test), internal reliability (Cronbach's alpha) and comparative analysis (one-way ANOVA).
The questionnaire was completed by 216 (response rate=65%) Pt students and by 379 (response rate=75%) Ct students. With a general DREEM score of 124.3, significantly higher scores were found during Pt (DREEM=133.4) in comparison with the Ct phase of the curriculum (DREEM=119.2). DREEM scores steadily decreased throughout the 6-year curriculum, with the highest drops in LE perception observed in the second and third years of the programme. Significant differences in all DREEM domains were observed, with lower scores for Ct.
Students' LE perception deteriorates throughout the curriculum, especially within the Pt-Ct transition, during the second and third years of the programme. An inferior LE perception was observed in every domain of the LE questionnaire within this transition showing a learning experience, which requires an educational intervention. Further research is required to better understand the educational needs of the Pt-Ct transition at this school.
学习环境（LE）会影响学生的行为，并预测其学业成绩、满意度和成功率。衡量学生对 LE 的感知，可以为课程质量保证提供相关信息。在这项研究中，使用 LE 评估来观察整个课程中学生对 LE 感知的变化，以说明临床前培训（Pt）和临床培训（Ct）对学生学习体验可能产生的影响。
阿姆斯特丹牙科学院（ACTA）六年制本科牙科课程的所有学生（n=849）均被邀请参与，根据他们在课程中的培训阶段分为 Pt 和 Ct 组。使用邓迪准备教育环境量表（DREEM）评估 LE，并使用社会科学统计软件包（SPSS）软件评估结果（分布的 Kolmogorov-Smirnov 正态性检验）、内部可靠性（Cronbach 的 alpha）和比较分析（单因素方差分析）。
共有 216 名（应答率=65%）Pt 学生和 379 名（应答率=75%）Ct 学生完成了问卷。总体 DREEM 得分为 124.3，Pt 阶段（DREEM=133.4）明显高于课程的 Ct 阶段（DREEM=119.2）。随着 6 年制课程的进行，DREEM 分数稳步下降，课程的第二年和第三年观察到 LE 感知的最大下降。在所有 DREEM 领域都观察到了显著差异，Ct 的分数较低。
学生的 LE 感知在整个课程中逐渐恶化，尤其是在 Pt-Ct 过渡期间，在课程的第二年和第三年。在这个过渡期间，LE 问卷的每个领域都观察到了较差的 LE 感知，这表明学习体验需要教育干预。需要进一步研究以更好地了解该校 Pt-Ct 过渡的教育需求。
