التفاصيل البيبلوغرافية
| العنوان: |
Medical students' evaluation of competency-based and traditional educational environment using the Dundee Ready Education Environment Measure. |
| المؤلفون: |
Chellani, Gautam, Mahajan, Aarti Sood |
| المصدر: |
Research & Development in Medical Education; 2022, Vol. 11 Issue 1, p1-7, 7p |
| مصطلحات موضوعية: |
SCHOOL environment, STUDENT cheating, MEDICAL students, CROSS-sectional method, SELF-perception, CURRICULUM, COMPARATIVE studies, OUTCOME-based education, QUESTIONNAIRES, STUDENT attitudes, EMOTIONS |
| مصطلحات جغرافية: |
INDIA |
| مستخلص: |
Background: Competency-based medical education (CBME) was introduced in India in 2019 to transform the educational environment. Students' perspectives are vital to incorporate positive changes and ameliorate shortcomings as important stakeholders. The authors have tried to capture these perceptions in the study. Methods: A cross-sectional study was conducted between August 2020 and May 2021 with randomly selected undergraduate student volunteers at a government medical college in Delhi, India. In all, 50 students were included from the first year enrolled in a competencybased curriculum and 50 from the second year studying a traditional curriculum. The Dundee Ready Education Environment Measure (DREEM) was used to evaluate the perceptions of the educational environments. Results: Perception of learning (PL) showed a more positive response among the first-year students (using CBME) with a mean score of 32.18 ± 6.32 in comparison to the second-year students following the traditional curriculum with a mean score of 29.04 ± 7.29 (P = 0.04). Total score, PL, students' perception of teachers/teaching (PT), and academic self-perception (ASP) (P = 0.03, < 0.01, 0.02, 0.05 respectively), were higher in day-scholars in comparison to those who stayed in college-based housing (hostellers). Overall, no gender differences were seen. Conclusion: Better PL, a reduction in problem areas, and a favorable environment in day scholars compared to hostellers were all seen in students following the CBME method. Perceptions of the two groups of students concerning support systems and other aspects such as students irritating teachers, cheating, and perceived boredom were different. This analysis of the educational environment can serve as helpful feedback to curriculum designers. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |
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