Assessment of the Environment with DREEM at a Medical School Using Active Methodologies and an Integrated Curriculum
Affiliation(s)
1 Associate Professor of Anesthesiology, Department of Surgery, Faculty of Medicine, University of Sao Paulo (FMUSP) Researcher at the Health Education Development Center “Prof. Eduardo Marcondes”—CEDEM (USP), São Paulo, Brazil. 2 Professor at the Masters and Doctorate Program at the Hospital for State Civil Servants (IAMSPE), São Paulo, Brazil. 3 Graduate Student of the Master’s in Health Sciences at the Hospital for State Civil Servants (IAMSPE), São Paulo, Brazil.
1 Associate Professor of Anesthesiology, Department of Surgery, Faculty of Medicine, University of Sao Paulo (FMUSP) Researcher at the Health Education Development Center “Prof. Eduardo Marcondes”—CEDEM (USP), São Paulo, Brazil. 2 Professor at the Masters and Doctorate Program at the Hospital for State Civil Servants (IAMSPE), São Paulo, Brazil. 3 Graduate Student of the Master’s in Health Sciences at the Hospital for State Civil Servants (IAMSPE), São Paulo, Brazil.
ABSTRACT
This research presents an analysis of the University City of São Paulo (UNICID) medical school teaching and learning environment, a school in Brazyl which employs active methodologies. A total of three hundred and ninety one students participated voluntarily in the research, being one hundred and fifty five students on its first phase, in the year of 2006, and two hundred and thirty six students in 2009. The Dundee Ready Education Environment Measure (DREEM) has been employed for accessing an evaluation of UNICID medical school academic environment. The DREEM questionnaire consists on 50 items assessing the school’s educational environment in five dimensions, to which scores have been attributed. A maximum of 200 points have been ascribed according to each dimension: Perception of Learning (with 12 items and maximum score of 48 points), Perception of Teaching (with 11 items and maximum score of 44 points), Academic Self-perception (with 8 items and maximum score of 32 points), Perception of the Environment (with 12 items and maximum score of 48 points) and Social Self-perception (with 7 items and maximum score of 28 points). The higher the score reaches, the more positively can be regarded the results. As the results show, the score increases in the second phase of the research. Each dimension will be analyzed separately and the differences in scores between them will be explained.
This research presents an analysis of the University City of São Paulo (UNICID) medical school teaching and learning environment, a school in Brazyl which employs active methodologies. A total of three hundred and ninety one students participated voluntarily in the research, being one hundred and fifty five students on its first phase, in the year of 2006, and two hundred and thirty six students in 2009. The Dundee Ready Education Environment Measure (DREEM) has been employed for accessing an evaluation of UNICID medical school academic environment. The DREEM questionnaire consists on 50 items assessing the school’s educational environment in five dimensions, to which scores have been attributed. A maximum of 200 points have been ascribed according to each dimension: Perception of Learning (with 12 items and maximum score of 48 points), Perception of Teaching (with 11 items and maximum score of 44 points), Academic Self-perception (with 8 items and maximum score of 32 points), Perception of the Environment (with 12 items and maximum score of 48 points) and Social Self-perception (with 7 items and maximum score of 28 points). The higher the score reaches, the more positively can be regarded the results. As the results show, the score increases in the second phase of the research. Each dimension will be analyzed separately and the differences in scores between them will be explained.
KEYWORDS
Education, Medical, Undergraduate, Social Environment, Program Evaluation, Problem-Based Learning
Education, Medical, Undergraduate, Social Environment, Program Evaluation, Problem-Based Learning
Cite this paper
Vieira, J. , Machado, J. and Ribeiro, S. (2015) Assessment of the Environment with DREEM at a Medical School Using Active Methodologies and an Integrated Curriculum. Creative Education, 6, 1920-1935. doi: 10.4236/ce.2015.617198.
Vieira, J. , Machado, J. and Ribeiro, S. (2015) Assessment of the Environment with DREEM at a Medical School Using Active Methodologies and an Integrated Curriculum. Creative Education, 6, 1920-1935. doi: 10.4236/ce.2015.617198.
References
[1] Almeida, E. G., & Batista, N. A. (2013). Desempenho docente no contexto PBL: Essência para aprendizagem e formação médica. Revista Brasileira de Educação Médica, 37, 192-2-1.
http://dx.doi.org/10.1590/s0100-55022013000200006 [2] Al Hazimi, A., Zaini, R., Al-Hyiani, A., Hassan, N., Gunaid, A., Ponnamperuma, G. et al. (2004). Environment in Traditional and Innovative Medical Schools: A Study in Four Undergraduate Medical Schools. Education for Health, 17, 192-203.
http://dx.doi.org/10.1080/13576280410001711003 [3] Al Hazimi, A., Al Hyiani, A., & Roff, S. (2004). Perceptions of the Educational Environment of the Medical School in King Abdul Aziz University, Saudi Arabia. Medical Teacher, 26, 570-573.
http://dx.doi.org/10.1080/01421590410001711625 [4] Brasil (2001). Conselho Nacional de Educação, Camara de Educação Superior. Resolução CNE/CES No. 4 de 7 de novembro de 2001. Institui Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina. Brasília: Diário Oficial da União. 9 nov. Seção 1, 38. [5] Dent, J. A., & Harden, R. M. (2009). A Practical Guide for Medical Teachers. In S. McAleer, D. Soemantri, & S. Roff (Eds.), Education Environment (3rd ed., pp. 64-70). Berlin: Elsevier, Chapter 9. [6] Fergunson, E., James, D., O’hehir, F., Sanders, A., & McManus, I. C. (2003). Pilot Study of the Roles of Personality, References, and Personal Statements in Relation to Performances over the Five Years of a Medical Degree. British Medical Journal, 326, 429-432. [7] Flexner, A. (1910). Medical Education in the United States and Canada. New York: Carnegie Foundation for the Advancement of Teaching, (Bulletin, 4). [8] Genn, J. M. (2001). AMEE Medical Education Guide No. 23 (Part 1): Curriculum, Environment, Climate, Quality and Change in Medical Education—A Unifying Perspective. Medical Teacher, 23, 337-344.
http://dx.doi.org/10.1080/01421590120063330 [9] Genn, J. M., & Harden, R. M. (1986). What Is Medical Education here really like? Suggestions for Action Research Studies of Climates of Medical Environments. Medical Teacher, 8, 111-124.
http://dx.doi.org/10.3109/01421598609010737 [10] Gomes, A. P., & Rego, S. (2011). Transformação da educação médica: É possível formar um novo médico a partir de mudanças no método de ensino-aprendizagem? Revista Brasileira de Educação Médica, 35, 557-566.
http://dx.doi.org/10.1590/s0100-55022011000400016 [11] Jamaiah, I. (2008). Review of Research in Learning Environment. Journal of University of Malaysia Medical Center, 11, 7- 11. [12] Jiffry et al. (2005). Student’s Perception of the Educational Environment in a Medical Faculty with an Innovative Curriculum in Sri Lanka. South-East Asian Journal of Medical Education, 4, 9-16. [13] Knowles, M. S., Holton III, E.F., & Swanson, R. A. (1997). Aprendizagem de resultados: Uma abordagem prática para au- mentar a efetividade da educação corporativa. Rio de Janeiro: Elsevier. [14] Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. New York: Cambridge Book Co. [15] Komatsu, R. S. et al. (2003). Guia do Processo de Ensino-Aprendizagem “Aprender a Aprender” (4th ed.). Marília: Faculdade de Medicina de Marília. [16] Machado, J. L. M., Machado, V. M., & Vieira, J. E. (2011). Formação e seleção de docentes para currículos inovadores na graduação em Saúde. Revista Brasileira de Educação Médica, 35, 326-333. [17] Mayya, S. S., & Roff, S. (2004). Student’s Perceptions of Educational Environment: A Comparison of Academic Achievers and Under-Achievers of Kasturba Medical College, India. Education for Health, 17, 280-291.
http://dx.doi.org/10.1080/13576280400002445 [18] McAleer, S., & Roff, S. (2002). Part 3: A Practical Guide to Using the Dundee Ready Education Measure (DREEM). In J. M. Genn (Ed.), AMEE Medical Education Guide No.23 Curriculum, Climate, Quality and Change in Medical Education: A Unifying Perspective. Dundee: Association of Medical Education in Europe. [19] Oliveira, F. G. R., Vieira, J. E., & Schonhorst, L. (2005). Psychometric Properties of the Dundee Ready Educational Environment Measure (DREEM) Applied to Medical Residents. Medical Teacher, 27, 343-347.
http://dx.doi.org/10.1080/01421590500046387 [20] Pimparyon, P., Roff, S., McAleer, S., Poonchai, B., & Pemba, S. (2000). Educational Environment, Student Approaches to Learning and Academic Achievement in a Thai Nursing School. Medical Teacher, 22, 359-365.
http://dx.doi.org/10.1080/014215900409456 [21] Roff, S. (2005). The Dundee Ready Educational Environment Measure (DREEM)—A Generic Instrument for Measuring Students’ Perceptions of Undergraduate Health Professions Curricula. Medical Teacher, 27, 322-325.
http://dx.doi.org/10.1080/01421590500151054 [22] Roff, S., & McAleer, S. (2001). What Is Educational Climate? Medical Teacher, 23, 333-334.
http://dx.doi.org/10.1080/01421590120063312 [23] Roff, S., McAleer, S., Ifere, O. S., & Bhattacharya, S. (2001). A Global Diagnostic Tool for Measuring Educational Environment: Comparing Nigeria and Nepal. Medical Teacher, 23, 378-382. [24] Roff, S., McAleer, S., Harden, R. M. et al. (1997). Development and validation of the Dundee Ready Education Environment Measure. Medical Teacher, 19, 295-299. [25] Till, H. (2005). Climate Studies: Can Students Perceptions of the Ideal Educational Environment Be of Use for Institutional Planning Add Resource Utilization? Medical Teacher, 27, 332-337. [26] Till, H., Roff, S., & McAleer, S. (2002). Identifying the Strengths and Weaknesses of a New Curriculum by Means of the DREEM Inventory. AMEE Poster 2002. [27] Vieira, J. E., Do Patrocínio, T. N. M., & Martins, M. A. (2003). Directing Student Response to Early Patient Contact by Questionnaire. Medical Education, 37, 88-89.
http://dx.doi.org/10.1046/j.1365-2923.2003.01431.x
[1] Almeida, E. G., & Batista, N. A. (2013). Desempenho docente no contexto PBL: Essência para aprendizagem e formação médica. Revista Brasileira de Educação Médica, 37, 192-2-1.
http://dx.doi.org/10.1590/s0100-55022013000200006 [2] Al Hazimi, A., Zaini, R., Al-Hyiani, A., Hassan, N., Gunaid, A., Ponnamperuma, G. et al. (2004). Environment in Traditional and Innovative Medical Schools: A Study in Four Undergraduate Medical Schools. Education for Health, 17, 192-203.
http://dx.doi.org/10.1080/13576280410001711003 [3] Al Hazimi, A., Al Hyiani, A., & Roff, S. (2004). Perceptions of the Educational Environment of the Medical School in King Abdul Aziz University, Saudi Arabia. Medical Teacher, 26, 570-573.
http://dx.doi.org/10.1080/01421590410001711625 [4] Brasil (2001). Conselho Nacional de Educação, Camara de Educação Superior. Resolução CNE/CES No. 4 de 7 de novembro de 2001. Institui Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina. Brasília: Diário Oficial da União. 9 nov. Seção 1, 38. [5] Dent, J. A., & Harden, R. M. (2009). A Practical Guide for Medical Teachers. In S. McAleer, D. Soemantri, & S. Roff (Eds.), Education Environment (3rd ed., pp. 64-70). Berlin: Elsevier, Chapter 9. [6] Fergunson, E., James, D., O’hehir, F., Sanders, A., & McManus, I. C. (2003). Pilot Study of the Roles of Personality, References, and Personal Statements in Relation to Performances over the Five Years of a Medical Degree. British Medical Journal, 326, 429-432. [7] Flexner, A. (1910). Medical Education in the United States and Canada. New York: Carnegie Foundation for the Advancement of Teaching, (Bulletin, 4). [8] Genn, J. M. (2001). AMEE Medical Education Guide No. 23 (Part 1): Curriculum, Environment, Climate, Quality and Change in Medical Education—A Unifying Perspective. Medical Teacher, 23, 337-344.
http://dx.doi.org/10.1080/01421590120063330 [9] Genn, J. M., & Harden, R. M. (1986). What Is Medical Education here really like? Suggestions for Action Research Studies of Climates of Medical Environments. Medical Teacher, 8, 111-124.
http://dx.doi.org/10.3109/01421598609010737 [10] Gomes, A. P., & Rego, S. (2011). Transformação da educação médica: É possível formar um novo médico a partir de mudanças no método de ensino-aprendizagem? Revista Brasileira de Educação Médica, 35, 557-566.
http://dx.doi.org/10.1590/s0100-55022011000400016 [11] Jamaiah, I. (2008). Review of Research in Learning Environment. Journal of University of Malaysia Medical Center, 11, 7- 11. [12] Jiffry et al. (2005). Student’s Perception of the Educational Environment in a Medical Faculty with an Innovative Curriculum in Sri Lanka. South-East Asian Journal of Medical Education, 4, 9-16. [13] Knowles, M. S., Holton III, E.F., & Swanson, R. A. (1997). Aprendizagem de resultados: Uma abordagem prática para au- mentar a efetividade da educação corporativa. Rio de Janeiro: Elsevier. [14] Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. New York: Cambridge Book Co. [15] Komatsu, R. S. et al. (2003). Guia do Processo de Ensino-Aprendizagem “Aprender a Aprender” (4th ed.). Marília: Faculdade de Medicina de Marília. [16] Machado, J. L. M., Machado, V. M., & Vieira, J. E. (2011). Formação e seleção de docentes para currículos inovadores na graduação em Saúde. Revista Brasileira de Educação Médica, 35, 326-333. [17] Mayya, S. S., & Roff, S. (2004). Student’s Perceptions of Educational Environment: A Comparison of Academic Achievers and Under-Achievers of Kasturba Medical College, India. Education for Health, 17, 280-291.
http://dx.doi.org/10.1080/13576280400002445 [18] McAleer, S., & Roff, S. (2002). Part 3: A Practical Guide to Using the Dundee Ready Education Measure (DREEM). In J. M. Genn (Ed.), AMEE Medical Education Guide No.23 Curriculum, Climate, Quality and Change in Medical Education: A Unifying Perspective. Dundee: Association of Medical Education in Europe. [19] Oliveira, F. G. R., Vieira, J. E., & Schonhorst, L. (2005). Psychometric Properties of the Dundee Ready Educational Environment Measure (DREEM) Applied to Medical Residents. Medical Teacher, 27, 343-347.
http://dx.doi.org/10.1080/01421590500046387 [20] Pimparyon, P., Roff, S., McAleer, S., Poonchai, B., & Pemba, S. (2000). Educational Environment, Student Approaches to Learning and Academic Achievement in a Thai Nursing School. Medical Teacher, 22, 359-365.
http://dx.doi.org/10.1080/014215900409456 [21] Roff, S. (2005). The Dundee Ready Educational Environment Measure (DREEM)—A Generic Instrument for Measuring Students’ Perceptions of Undergraduate Health Professions Curricula. Medical Teacher, 27, 322-325.
http://dx.doi.org/10.1080/01421590500151054 [22] Roff, S., & McAleer, S. (2001). What Is Educational Climate? Medical Teacher, 23, 333-334.
http://dx.doi.org/10.1080/01421590120063312 [23] Roff, S., McAleer, S., Ifere, O. S., & Bhattacharya, S. (2001). A Global Diagnostic Tool for Measuring Educational Environment: Comparing Nigeria and Nepal. Medical Teacher, 23, 378-382. [24] Roff, S., McAleer, S., Harden, R. M. et al. (1997). Development and validation of the Dundee Ready Education Environment Measure. Medical Teacher, 19, 295-299. [25] Till, H. (2005). Climate Studies: Can Students Perceptions of the Ideal Educational Environment Be of Use for Institutional Planning Add Resource Utilization? Medical Teacher, 27, 332-337. [26] Till, H., Roff, S., & McAleer, S. (2002). Identifying the Strengths and Weaknesses of a New Curriculum by Means of the DREEM Inventory. AMEE Poster 2002. [27] Vieira, J. E., Do Patrocínio, T. N. M., & Martins, M. A. (2003). Directing Student Response to Early Patient Contact by Questionnaire. Medical Education, 37, 88-89.
http://dx.doi.org/10.1046/j.1365-2923.2003.01431.x