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

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.

Perception of Environment and Educational Outcomes by Students and Faculty in Traditional Versus Integrated Curriculum

“…It has also been used to compare the curricula in transition. 4,5,11,13,[15][16][17][18][19] Very few studies have looked into the perspective of stakeholders other than the students such as the teaching faculty. In contrast to this study findings, Shahnaz and colleague reported similar perception of faculty and students on DREEM in an integrated curriculum.…”

“…The findings are consistent with the international reported data. 4,16,19 Within the academic self-perception domain, the ICE faculty scores on individual items Nos. 31, 41 and 27 were higher than the TCE faculty.…”

“…1,3 Evidence suggests that a favourable learning environment results in positive learning outcome. 4,5 Maintaining quality and validity in the educational curricula, the evaluation of the educational environment at both academic and clinical sites is important for maintaining and improving the quality of educational curriculum. 6,7 It has been advocated that a positive learning environment enhances students' motivation, promotes knowledge and skills.…”

Development and Validation of Self-Evaluation Tool to Assess Teaching- Strategies (SETT) of Medical Teachers: A Modified Delphi Study

“…The recommended group size of experts is 10-15. 16 Delphi studies use descriptive statistics or certain level of agreement of experts to measure consensus among panel of experts. These include mean, median, mode, standard deviation and percentage agreement.…”

Percepção Discente sobre o Ambiente Educacional da Disciplina de Semiologia Médica

“…Alguns estudos também indicaram pontuações menores no domínio de relações sociais e a falta de sistema de suporte para alunos estressados e cansados como aspecto problemático, embora o programa de mentoring ou apoio psicopedagógico seja disponibilizado aos discentes 23,25,31 .…”