Does curricular change improve faculty perceptions of student experiences with the educational environment? A preliminary study in an institution undergoing curricular change.

Syed Ilyas Shehnaz,Kadayam Guruswami Gomathi,Jayadevan Sreedharan

doi:10.3352/jeehp.2014.11.7

Abstract

Purpose:College of Medicine, Gulf Medical University, United Arab Emirates, underwent a major curriculum change from a discipline-based to an organ system-based integrated curriculum. However, it was not known how the faculty perceived the changes in the educational environment as experienced by the students. In this context, we aimed to compare the faculty perceptions of the student experiences in the discipline-based curriculum with those in the organ system-based integrated curriculum. Methods:The Dundee Ready Education Environment Measure (DREEM) questionnaire was modified to assess faculty perceptions of the student experiences, pilot-tested, and administered to all faculty members (n=28) involved in the discipline-based curriculum (FDC) in January 2009. In the subsequent year, data were collected from the same faculty involved in the new integrated curriculum (FIC). Collected data were transferred to Predictive Analytics Software version 18. Total, domain, and individual statement scores were assessed with the Wilcoxon signed rank test. Percentage agreement, disagreement, and uncertainty were assessed by the McNemar’s test for proportion.Results:The mean total DREEM score was significantly higher (P<0.001) for FIC (139/200) as compared to FDC (119/200). The FIC perceived significantly more positive student experiences with the educational environment as indicated by the domain scores and statement scores. The differences in proportions of agreement between FIC and FDC also reinforced that the FIC perceived more positive student experiences with the educational environment.Conclusion:The study showed that the faculty perceived the organ system-based integrated curriculum as providing a better educational environment for the students than the discipline based curriculum.

Highlights

The importance of gauging the educational environment of a medical school has been well recognized
Interpreta tion of domain scores revealed that both groups perceived moving in the right direction for the teachers as the scores for the domain Students’ Perceptions of Teachers ranged from 23 to 33; feeling more on the positive side for the academic selfperception as the domain scores for Students’ Academic SelfPerceptions were between 17-24; a more positive atmosphere for the atmosphere as scores for domain Students’ Perceptions of Atmosphere were between 25-36 and not too bad for the so cial self-perceptions with scores of Students’ Social Self-Perceptions ranging from 15 to 21
The success of an effective curriculum depends on a positive educational environment [1]

Summary

Introduction

The importance of gauging the educational environment of a medical school has been well recognized. Learning environment and curriculum are closely associated [1]. Reviews of the traditional curriculum, guidelines from Ministry of Higher Education (accreditation body in United Arab Emirates) and a desire to keep up with the global changes in medical education resulted in a major curricular change from the traditional curriculum to an organ-system based integrated curriculum with elements of problem based learning. A more student-centered approach using less didac tics and more interactive sessions (small group learning, com puter aided learning, case based learning, problem based learn ing) was the focus of the new curriculum.

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Conclusion