Comparing the educational environment (as measured by DREEM) at two different stages of curriculum reform

Background: The medical programme at Lund University, Sweden, has undergone curricular reform over several stages, which is still ongoing. Students have been somewhat negative in their evaluations of the education during this time. Aim: To find out how the students perceived the educational climate...

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Bibliographic Details
Published in:Medical teacher 2010-01, Vol.32 (6), p.e233-e238
Main Authors: Edgren, Gudrun, Haffling, Ann-Christin, Jakobsson, Ulf, Mcaleer, Sean, Danielsen, Nils
Format: Article
Language:English
Subjects:
Adult
Comparative analysis
Curricula
Curriculum
Education reform
Education, Medical
Educational Change
Educational Development
Educational Environment
Educational Sciences
Feedback
Female
Humans
Male
Measurement
Medical education
Organizational Innovation
Perceptions
Reforms
Samhällsvetenskap
Schools, Medical - organization & administration
Social Sciences
SoTL
Students, Medical - psychology
Surveys and Questionnaires
Sweden
Utbildningsvetenskap
Young Adult
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Summary:Background: The medical programme at Lund University, Sweden, has undergone curricular reform over several stages, which is still ongoing. Students have been somewhat negative in their evaluations of the education during this time. Aim: To find out how the students perceived the educational climate using the Dundee Ready Education Environment Measure (DREEM), and to compare the findings taken at two given points in time. Method: The DREEM instrument was distributed in semesters 2, 6 and 10 in 2003 and 2005, to a total of 503 students. Results: The students rated their climate as positive. The total DREEM score (145) was somewhat higher than other published results and in the same range as for other reformed curricula. There was hardly any difference between the genders in their perceptions of the climate. Certain items were rated low and became subject of development between the measurements. These items concerned a perceived lack of a support system for stressed students and a lack of feedback and constructive criticism from teachers. Some improvement was detected in 2005. Conclusion: The educational climate was high in a reformed curriculum and could be maintained high during on-going curricular reform. Educational development resulted in better results on some items.
ISSN:0142-159X
1466-187X
DOI:10.3109/01421591003706282