Perception of the Educational Environment by Medical Students Undergoing a Curricular Transition in Kuwait

Abstract

Objective: The aim of this study was to measure the students’ perceptions of the educational environment in a medical school undergoing curricular transition from a traditional to a problem-based learning (PBL) program in the academic year 2006–2007. Materials and Methods: The Dundee Ready Education Environment Measure (DREEM) was used to evaluate perception of the educational environment. Multivariate logistic regression models were used to identify the factors related to educational environment perception that differ between students following a traditional curriculum to those following a PBL program at Kuwait University Medical School. Results: Mean DREEM score was 53%. When students moved from the traditional curriculum to the PBL system, Academic Self-Perception deteriorated, while Perception of Atmosphere improved. Academic Self-Perception deteriorated because conventional strategies of learning were perceived as no longer useful, while Perception of Atmosphere improved because of increased relevance of the studies. Conclusion: Our findings suggest that curricular changes require careful planning and thinking, with particular attention upon how they influence the educational climate. When new teaching strategies are introduced, new factors that may lead students to develop an adverse perception of their educational environment may be introduced as well. Identification of such factors can lead to an improved educational outcome.