Students’ perceptions of educational environment in a medical school experiencing curricular transition in United Arab Emirates

Abstract

Gulf Medical College, UAE, underwent a major curriculum change from a discipline-based to an organ-based integrated curriculum. To compare students' perception of the educational environment in the discipline-based curriculum with that in the integrated curriculum. Data was collected from second-year students (Group 1) in the discipline-based curriculum and in the subsequent year from second year students in the integrated curriculum (Group 2). The instrument used was Dundee Ready Education Environment Measure (DREEM). Scores were compared using Wilcoxon Rank Sum test. Data from second, third and fourth year students in the discipline-based curriculum were used to determine the total DREEM score for the school. The total DREEM score was significantly higher (p < 0.001) for Group 2 (135/200) when compared to Group 1(116/200). Both groups unanimously perceived a positive educational environment. Although Group 2 showed significantly more satisfaction, they perceived an over-emphasis of factual learning and a problem of cheating. Total DREEM score for the school was 120/200. This study shows that the organ system-based integrated curriculum is perceived to provide better educational environment than the discipline-based curriculum. However, areas like curriculum load and assessment strategies still require further fine tuning.