Miles Katherine, Al-Shudifat Abdel-Ellah, Yousuf Mustafa Saad
Faculty of Medicine, The Hashemite University, Zarqa, Jordan.
Med Sci Educ. 2021 Jul 30;31(5):1677-1684. doi: 10.1007/s40670-021-01359-y. eCollection 2021 Oct.
The Dundee Ready Educational Environment Measure (DREEM) is a valid instrument to evaluate the educational environment of institutions. This quantitative study aimed to discover if applying interactive educational approaches to a component of a traditionally taught medical curriculum improved the educational environment, as measured by the DREEM.
The bilingual Arabic-English DREEM questionnaire was distributed twice to all third-year medical students (273 students) at the Hashemite University in Jordan. The first data collection occurred at the completion of a traditionally taught component of the Neurology module and the second data collection at the end of an interactively taught component of the same module. A paired -test was used to compare the results.
The total DREEM score for the innovative interactive course was 120.04/200 (from 183 questionnaires) and for the traditionally taught course was 114.69/200 (from 198 questionnaires). Of the five DREEM sub-scales, the interactive course scored statistically significantly higher than the traditionally taught course for "perceptions of learning" and "perceptions of atmosphere" (-value 0.013 and 0.011, respectively). The interactively taught course was particularly valued by students for being participative, student-centered, and developing their professional competence. The lowest scoring item for both courses was "there is a good support system for students who get stressed."
This study demonstrated that students value interactive learning environments and that there is benefit in introducing these components to a traditionally taught medical curriculum, when it may not be feasible to bring innovation to the entire medical curriculum due to resource constraints.
The online version contains supplementary material available at 10.1007/s40670-021-01359-y.
邓迪教育环境就绪度测评（DREEM）是评估院校教育环境的有效工具。本定量研究旨在探讨，将互动式教育方法应用于传统讲授式医学课程的一个组成部分，是否能如DREEM所衡量的那样改善教育环境。
阿拉伯语 - 英语双语的DREEM问卷被分两次发放给约旦哈希姆大学的所有三年级医学生（共273名学生）。第一次数据收集在神经学模块传统讲授部分结束时进行，第二次数据收集在同一模块互动讲授部分结束时进行。采用配对t检验比较结果。
创新互动课程的DREEM总分为120.04/200（来自183份问卷），传统讲授课程的总分为114.69/200（来自198份问卷）。在DREEM的五个子量表中，互动课程在“学习认知”和“氛围认知”方面的得分在统计学上显著高于传统讲授课程（p值分别为0.013和0.011）。互动讲授课程尤其受到学生重视，因其具有参与性、以学生为中心并能培养他们的专业能力。两门课程得分最低的项目都是“对感到压力的学生有良好的支持系统”。
本研究表明，学生重视互动式学习环境，并且在由于资源限制而无法对整个医学课程进行创新时，将这些组成部分引入传统讲授式医学课程是有益的。
在线版本包含可在10.1007/s40670 - 021 - 01359 - y获取的补充材料。
