Abstract
Background: Educational environment is one of the main determinants of student learning, especially in a student-centered curriculum. This study was undertaken as a mid-program evaluation of the educational environment of a new medical program - USM-KLE International Medical Programme (USM-KLE IMP), which is an offshore campus of Universiti Sains Malaysia. The program follows an innovative, integrated, curriculum having Problem Based Learning as prescribed by the Malaysian university, and commenced in 2010. Methods: Towards the end of the academic year 2012-13, the Dundee Ready Education Environment Measure (DREEM) inventory was administered to the undergraduate medical students of all three years. Results: Out of 186 students, 177 (95%) responded, 33.33% (n=59) were males and 66.66% (n=118) females. The mean scores in the domains of students’ perceptions of learning, perceptions of teachers, academic self-perceptions, perceptions of atmosphere, social self-perceptions and total mean DREEM scores were 33.2 (Maximum 48), 29.6 (Maximum 44), 21.9 (Maximum 32), 34.1(Maximum 48), 18.1(Maximum 28) and 137(Maximum 200), respectively. The highest score was for the item “the faculty are knowledgeable” with a mean score of 3.44±0.64. Twelve items had scores of more than 3.0, and three items had scores below 2.0. Conclusion: The results of the study indicate that the perception of USM-KLE IMP students towards their educational and learning environment is “more positive than negative” and that the program is moving in the right direction.
Highlights
Effective student learning is dependent on many factors, out of which the educational environment is of prime importance (Genn, 2001a; 2001b; Hutchinson, 2003).Corresponding Author: Dr Parineetha P Bhat Professor, Department of Biochemistry The Oxford Medical College, Hospital and Research Center, Karnataka, IndiaIt is agreed among medical educators that the effects of the educational environment, both academic and clinical, are important determinants of medical students’ attitudes, knowledge, skills, progression and behaviors
Many studies have evaluated and validated this inventory. (Denz-Penhey et al, 2009; Bassaw et al, 2003; Till, 2004)This paper reports a midprogram evaluation of the education environment using the Dundee Ready Education Environment Measure (DREEM) inventory
The total mean DREEM score of males (138.7±20) was higher when compared to females (135.8±12), but the difference was not statistically significant (p value >0.05)
Summary
It is agreed among medical educators that the effects of the educational environment, both academic and clinical, are important determinants of medical students’ attitudes, knowledge, skills, progression and behaviors. Studies have highlighted the importance of understanding the educational environment for effective management of learning development and change within the health professions. Meaningful learning occurs when the educational environment is suitable and conducive according to the Perceptions of educational environment in an off shore medical school students’ perceptions. These perceptions can be a basis for implementing modifications and thereby bring about necessary changes in the educational environment (Aghamolaei & Fazel, 2010). The program follows an innovative, integrated, curriculum having Problem Based Learning as prescribed by the Malaysian university, and commenced in 2010
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