Faculty and Students’ Perceptions of Student Experiences in a Medical School Undergoing Curricular Transition in the United Arab Emirates
Journal Title: Sultan Qaboos University Medical Journal - Year 2012, Vol 12, Issue 1
Abstract
In 2008, the Gulf Medical College in the United Arab Emirates underwent a curricular change from a discipline-based to an organ-system-based integrated curriculum. In this context, this study aimed to compare the faculty and students’ perceptions of the student experiences with the new curriculum. Methods: Data were collected from faculty and second-year students in the integrated curriculum using the Dundee Ready Education Environment Measure (DREEM). Data collected were transferred to Predictive Analytics Software, Version 18. Global and domain scores were assessed with the Wilcoxon Rank-Sum Test. Percentage agreement, disagreement and uncertainty were assessed by the z-test for proportion. Results: Tere were no signifcant differences between the total DREEM scores of faculty (139/200) and students (135/200). Te faculty perceived that the students were experiencing signifcantly more positive learning as indicated by the domain score of “Students' Perceptions of Learningâ€. Proportions of agreement between faculty and students showed that more faculty members than students perceived the need for increased feedback to students and a greater emphasis on long term learning. Conclusion: Te study showed that the faculty and students had similar perceptions about the student experiences in the integrated curriculum. Areas necessitating remedial measures were the need for faculty to learn constructive feedback techniques and an emphasis on long term learning in the new curriculum.
Authors and Affiliations
Syed I Shehnaz| Departments of Pharmacology, Gulf Medical University, Ajman, United Arab Emirates, Jayadevan Sreedharan| Research Division, Gulf Medical University, Ajman, United Arab Emirates, Kadayam G Gomathi| Departments of Biochemistry, Gulf Medical University, Ajman, United Arab Emirates
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