Автор неизвестен - Mededworld and amee 2013 conference connect - страница 101

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Background: Entrance exams to Italy's medical, bio-medical and health-care faculties consist in multiple-choice quizzes regarding general knowledge, biology, chemistry, mathematics and physics; there is no aptitude test. Ranking is on a national scale. For 14 years now, Rome's Sapienza University has organised a preparatory course, providing both on line at www.orientamentoinrete.it and intramural lessons, to help candidates prepare for these tests and pass their first-year exams.

Summary of work: There were 84,852 visitors to the site with165 Italian schools taking part. Enrolments for 2012 numbered 2,083. The results for 2012 have been analysed.

Summary of results: The aggregate success rate (57%) was calculated by measuring matriculations to bio­medical faculties (1,117), against the numbers attending the course (2,083). The relative success level (39%) was obtained by measuring matriculation to Medicine and Surgery (367), against the places available (938) while the ratio between available places (938) and total number of candidates (6,247) was 15%. Conclusions: The absence of an aptitude test permits entry to Medicine and Surgery on the basis of specific competence only. The heterogeneousness of Italian

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

High-school syllabi does not provide all students with the tools required to pass the national test. Attendance at the preparatory course bridges the cultural gaps between syllabi and local differences between similar types of schools. Students attending the preparatory course (on line and intramural) are 2,6 times more likely (P=0.0017) to gain entrance. Take-home messages: Attendance at preparatory courses on-line during the final high-school year and intramural during the days preceding the exams provides favours entry to the above-mentioned course degrees.

8CC Posters: Educational Environment Location: South Hall, PCC

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Medical Students' perceptions about the Educational Environment

Marta Fazendeiro (Universidade da Beira Interior, Faculdade de Ciencias da Saude, Covilha, Portugal) Isabel Neto (Universidade da Beira Interior, Faculdade de Ciencias da Saude, Covilha, Portugal) Luis Patrao (Faculdade de Ciencias da Saude, Clinical Skills Lab, Faculdade de Ciencias da Saude, Av. Infante D. Henrique, Covilha 6200-506, Portugal)

Background: The educational environment has an important role in the learning process and the way it is experienced by students is closely related to their achievements, satisfaction and success. Summary of work: To characterize the educational environment, we applied the Dundee Ready Education Environment Measure (DREEM) to the medical student of Health Sciences School. This questionnaire was combined with the collection of sociodemographic data. Summary of results: The total score of DREEM (126/200 ± 21) revealed that students perceive positively the educational environment in school. It was identified that there is a weak support system for students with stress problems. Students feel too tired to enjoy the course activities. Another problem is related to the time factor, its organization and use during the classes. Students also feel bored during school activities and they seem to doubt the preparation of the teachers for lessons. Students of the Year 2 are those with more positive perceptions, while those of the 1st and 3rd years are those with the worst perceptions of the educational environment. Students whose parents have higher educational levels have better perceptions of the educational environment.

Conclusions: The educational environment is perceived positively by medical students. The weak areas of the educational environment must be priorities for optimization the educational environment. It should be paid particular attention to 1st and 3rd years, because they are those with worse perceptions of the educational environment.

Take-home messages: The educational environment is an important influence of the learning process and must be monitored so that it can be improved.

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Does the students' perception about the educational atmosphere influence academic performance? The experience of the Universidade Nove de Julho (UNINOVE)

Hennan Teixeira (Universidade Nove de Julho, Medicine, Rua Osmar Freire, 1 - Quadra E, 126 - Terra Nova II, Sao Bernardo do Campo 09820-680, Brazil) Silvana Barreto (Universidade Nove de Julho, Medicine, Sao Paulo, Brazil)

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

Julio Vilhena (Universidade Nove de Julho, Medicine, Sao Paulo, Brazil)

Guilherme Silva (Universidade Nove de Julho, Medicine, Sao Paulo, Brazil)

Iolanda Tiberio (Universidade Nove de Julho, Medicine, Sao Paulo, Brazil)

Renata Gallotti (Universidade Nove de Julho, Medicine, Sao Paulo, Brazil)

Background: It is believed that a positive perception of students about the educational atmosphere can positively influence academic performance. In this analysis it is necessary that there are assessments in the course of medicine that integrate the contents developed.

Summary of work: Objective: To evaluate the influence of students' perception of the educational atmosphere on performance of students in third and fifth semester in integrated assessments. Method: Perception of students regarding educational atmosphere in UNINOVE was assessed by DREEM questionnaire (Dundee Ready Education Environment Measure): 50 questions categorized 0-4 points (total 200 points). Students were asked to respond to the instrument anonymously. UNINOVE conducts integrated assessments (PI) for the third and fifth semesters of undergraduate medicine that covers globally the content discussed in these periods. They consist of 20 questions divided into: multiple choice, short answers and practical issues. Summary of results: A total of 112 students (53- third semester, 59-fifth semester) responded. We noticed a more positive perception of the teaching atmosphere in the fifth semester compared to the third semester (p<0.05). In the third semester the average of DREEM was 93.5±3.7/200, which shows that there are aspects to be improved. Regarding the fifth term, the overall punctuation was 104.02±3.3/200, representing a predominantly positive vision. Regarding the PI, the average of the third semester was 4.4±0.2 and the fifth semester was 6.71±0.2. It shows a progression in knowledge acquisition from third to fifth semester

(p<0.05).

Conclusions: Students' perceptions of more positive atmosphere of teaching could improve the academic performance during the undergraduate medicine course.

Take-home messages: Academic performance was influenced by an optimistic vision of the educational environment.

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A DREEM Can Become True

Nadia Fida (King Abdulaziz University, Pediatrics, Jeddah, Saudi Arabia)

Wafa Nichols (king Abdul Aziz University, Applied Medical Sciences, Jeddah, Saudi Arabia) Reem Alafari (King Abdul Aziz University, Pediatrics, PO Box 80215, Jeddah 21689, Saudi Arabia)

Background: This study compares changes in the educational environment and how students perceive

their educational experiences at King Abdulaziz University Medical School (KAUMS), Jeddah, after the adoption of the problem based learning (PBL) curriculum.

Methodology: Dundee Ready Education Environment Measure (DREEM) questionnaire was used to elicit responses on the following variables: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere and students' social self-perceptions. A total of 50 items addressed the five domains of the educational environment. The DREEM questionnaire scores were compared using a nonparametric test.

Summary of results: The scores of the students' perception to learning in second year were significantly lower than to those in 3rd year (P <0.0001). Fifth year students showed higher scores in their perception to the teachers (P <0.002) but lower SAP, SPA and total DREEM scores (P <0.010, P <0.045, P <0.003) compared to scores for students in the 6th year which means the old curriculum was more moving to the right and had plenty of problems, while in the new curriculum, the students had positive feeling toward their learning environment. Conclusions: Both groups of students who received the old and new curriculums faced significant problems with the learning environment at KAUMS, more significantly in the clinical years (5th and 6th years). Take-home messages: With the inclusion of problem-based learning (PBL), teachers can alter the learning environment to be more student-centred. Teachers under this model should act as tutors and guides and not present themselves as the ultimate sources of needed information.

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Undergraduate medical students' perception of the educational environment with the DREEM questionnaire at UNAM Faculty of Medicine in Mexico

Irene Durante (UNAM, Secretaria del Consejo Tecnico, Av. Universidad 3000, Mexico 04510, Mexico) Rocio Garcia (UNAM, Integration Ciencias Medicas, Mexico)

Melchor Sanchez (UNAM, Secretaria de Education Medica, Mexico)

Sara Morales (UNAM, Integracion de Ciencias Medicas, Mexico)

Background: The educational environment represents a determinant factor in the teaching-learning process. Our undergraduate medical curriculum is going through a transition. We are interested in knowing the students' perception of the environment in which they study during this period of curricular transition. Summary of work: The (DREEM) questionnaire was validated and translated to Spanish and administered to 2435 students in all four years of undergraduate medicine from both the old and the new medical curriculum. Five separate elements of the educational environment were analyzed.

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

Summary of results: The overall score for the questionnaire was 125.07 which characterizes a more positive than negative educational environment. In general the students' perception of teachers was positive and students' perceptions of atmosphere had a tendency to be negative.

Conclusions: We were able to picture the perception of medical students concerning the educational environment at the moment of transition into a new medical curriculum. This is a baseline measurement from which we will be able to compare how their perception changes with time during the implementation of the new medical curriculum. Take-home messages: The DREEM is a reliable tool that allows us to know the perception of the educational environment.

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Use of the Dundee Ready Educational Environment Measure (DREEM) in a United States veterinary professional program to determine students' perceptions of the learning environment

Jacque Pelzer (Virginia-Maryland Regional College of Veterinary Medicine, Office of Academic Affairs, 1409 Valleyview Drive, Blacksburg 24060, United States) Jennie Hodgson (Virginia-Maryland Regional College of Veterinary Medicine, Office of Academic Affairs, Blacksburg, United States)

Background: The Dundee Ready Educational Environment Measure (DREEM) has been used within areas of the human health learning environments but has not been applied to a U.S. veterinary educational environment. U.S. veterinary professional programs often consider curriculum reform and student perceptions of the learning environment should be included in the discussion. Also, in contrast to human medicine, U.S. veterinary professional programs are four years in duration in which students are trained to treat all species as generalists as there is no limited licensure. Summary of work: The DREEM tool was administered to veterinary students enrolled in a program within the United States. In addition, students had the opportunity to share structured comments which were used in the final analysis. Focus groups were formed to discuss the areas of concern in more depth and develop resolutions. Summary of results: Four areas of concern were identified: Students are tired, they cannot memorize all they need to perform well academically within the program, the daily class schedule is an issue and finally, there is too much factual information taught within the curriculum. Moreover, the students within the third year of the program were more dissatisfied with the program then years 1, 2 and 4.

Conclusions: The results will be beneficial to curriculum reform discussions within a veterinary professional program.

Take-home messages: The DREEM tool can be used to elicit student perceptions regarding the learning environment within a veterinary professional program.

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A Randomized Study to evaluate the Educational Environment of Brazilian Medical Schools

Sylvia Enns (School of Medicine of the University of Sao Paulo, Center for Development of Medical Education, Av. Dr. Arnaldo, 455, Sao Paulo 01246-000, Brazil) Silmar Gannam (School of Medicine of the University of Sao Paulo, Center for Development of Medical Education, Sao Paulo, Brazil)

Daniel Silvestre (School of Medicine of the University of Sao Paulo, Department of Pathology, Sao Paulo, Brazil) Munique Almeida (School of Medicine of the University of Sao Paulo, Center for Development of Medical Education, Sao Paulo, Brazil)

Fernanda B Mayer (School of Medicine of the University of Sao Paulo, Center for Development of Medical Education, Sao Paulo, Brazil)

Paulo S P Silveira (School of Medicine of the University of Sao Paulo, Department of Pathology, Sao Paulo, Brazil)

Background: The educational environment of a Medical School influences students' learning, academic progress, and well-being.

Summary of work: This study was a national evaluation of the educational environment, using the DREEM questionnaire. The sample was 1350 randomized students from 23 medical schools in Brazil. Summary of results: Although there were no gender differences for mean total DREEM scores, they decreased along course progression 125.4+28.5, 118.1+28,8, 113+28.1 (p<0.001) for 1st-2nd years (group I), 3rd-4thyears (group II) and 5th-6th years (group III), respectively; while the percentage of students negatively perceiving the overall education increased (group I 19.8%, group III 29%). The percentage of students badly perceiving learning increased along the years (group I 24.6%, group II 34.6%, group III 40%). Perception of teaching, with the percentage of poor or more negative perception for group I 17.6%, group II 19.1%, group III 31%. No differences were found on academic self-perceptions, perceptions of atmosphere scores were higher in the first years, while females had a worse social self-perception. Conclusions: The number of students with negative perceptions increased throughout the years. This seems to be mainly because of worsening of learning and teaching perceptions. The atmosphere deteriorates after the first years when students progressed to more clinical settings, although academic self- perception did not change.

Take-home messages: The worsening of the perception of education environment in the final years of Medical School should stimulate medical faculty to improve their role as teachers.

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

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The educational environment and curriculum at Faculty of Medicine, Tirana, Albania: what do students think?

Eralda Turkeshi (Medical University of Tirana, Department of Family Medicine; Medical Education Unit, Tirana, Albania)

Ditila Doracaj (Medical University of Tirana, Department of Biomedical and Experimental Subjects; Medical Education Unit, Rr Dibres Nr.371, Tirana 1000, Albania)

Background: The Faculty of Medicine (FoM) in Tirana, Albania has started curriculum transformation to comply with international standards. Informal students' opinions indicate dissatisfaction with current curriculum, but there has been no formal evaluation of their educational experience. This study aims to evaluate students' experience and use it to inform curriculum transformation.

Summary of work: A cross sectional design targeted students at year 3 (end of preclinical stage) and year 6 (end of clinical stage). The survey questionnaire used DREEM (translated and piloted in Albanian) to measure students' perceptions of the educational environment with additional open-ended question on suggested changes of the current curriculum. Summary of results: The questionnaire was distributed to 3rd year class (226 out of 250). Preliminary results reveal very few areas with satisfactory DREEM score (>/=3). Entries to open-ended question suggest several changes: early clinical exposure, more small-group, problem based teaching; use of formative assessment, fair & relevant exams; better facilities and resources. Further analysis is under way. Data from 6th year class will be collected at end of April and comparison will be conducted.

Conclusions: The results provide a rich and valuable snapshot of students' educational experience in the current curriculum at FoM in Tirana. The problematic areas identified by DREEM and students' suggestions on curriculum changes provide further evidence, motivation and guidance to the curriculum transformation team.

Take-home messages: Evaluation and incorporation of students' educational experience is a vital element in planning curriculum transformation. DREEM has proven to be a useful tool to do this evaluation even in Albania.

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Educational climate perception in medical interns from Holy Conception's Catholic University Marcela Hechenleitner (Holy Concepction s Catholic University, Office of Education in Health Sciences, Alonso de Ribera 2850, Facultad de Medicina, Campus San Andres, Colon 258 Pasaje La Pinta Casa I. Chiguayante, Concepcion 4030000, Chile)

Nancy Plaza (Holy Conception's Catholic University, Office of Education in Health Sciences, Concepcion, Chile) Guillermo Flores (Holy Concepction's Catholic University, Office of Education in Health Sciences, Concepcion, Chile)

Background: Educational climate perception in medical interns from the Holy Conception's Catholic University. Summary of work: It is proved that the educational climate influences students' academic performance. Nevertheless, the focus today is on didactics. This study determined the perception of the educational climate in medical interns using the PHEEM survey. Data analysis was made with SPSS 20, obtaining a Cronbach's alpha of

0.757.

Summary of results: Interns perceive, in general, an adequate educational environment, although some problems were found. The autonomy role was the best evaluated followed by education and social support domains. In the autonomy role, interns are satisfied with their work, and receive good guidance at the beginning of the internship. On the contrary, internship's responsibilities assigned to them, and the opportunity to learn new procedures scored poorly. In the rest of the domains, most students reported having enough time to prepare their academic activities, and satisfaction with their professors' teaching skills. They are not satisfied with reinforcing opportunities when they have problems.

Conclusions: In general, interns perceive an educational climate with some problems. They have a good perception of their work, and recognize the clinical skills of their teachers. However, teaching and social support appear as weaknesses. Interventions for these could be to review the curriculum and to prepare teachers in personal and pedagogical skills to enhance clinical teaching.

Take-home messages: Faced with efforts to improve the teaching faculty, the student may react negatively when the educational environment is inadequate, affecting their academic performance. It requires, therefore, diagnosis of strengths and weaknesses to improve student success.

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Measurement of Educational Climate Using DREEM After 4 Years of Bologna Reform In Medical School of Barcelona University

Jordi Pales (Medical School, University of Barcelona, Medical Education Unit, Casanova 143, Barcelona 08036, Spain)

Arcadi Gual (Medical School, University of Barcelona, Spain)

Inmaculada Tomas (Odontology School, University of Santiago de Compostela, Santiago de Compostela, Spain)

Francesc Cardellach (Medical School, University of Barcelona, Spain)

Background: Educational Climate is one of the determining factors of an academic curriculum. The aim of any proposed change to a curriculum is the improvement of the environment for teaching and students' learning.

Summary of work: Four years after the implementation of a new curriculum according to the Bologna Process, our medical school has measured its educational climate

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

(EC) using DREEM, in the context of a transversal study conducted currently in other Spanish Medical Schools. Previously validated, DREEM Spanish version was administered respectively to 2nd and 4th year students. Summary of results: 90% of the 2nd year students (180) and 62% of the 4th year students (99) answered the questionnaire. The global scores obtained were, in 2nd year, 122.7 ± 22 (61,3%) and 119.99 ± 22.9 (59,4%) in 4th year. The results in different domains were: Learning: 27.0 (56.25%)/24.7 (51,4%); Teachers: 27.5 (62.5%)/27,45 (62,3%); Academic: 20 (62,5%)/20.5 (64,0 %); Atmosphere: 31,9 (66,6%)/30,4 (63,3%) and Social: 16,5 (58,9%)/15.7 (56,0%). In the 2nd year, 5 items (n° 3, 4, 12, 14 and 25) present scores below 2 and 4 items (2, 15, 28 and 33), scores above 3. In the 4th year students, 9 items present scores below 2, (the same as in 2nd year plus n° 25, 27, 29 and 47) and 4 items (2, 10, 15, 28 and 33) present scores above 3. Conclusions: Our students felt that their EC was more positive than negative, considering the different domains "positive and acceptable." The fourth year students' perception is slightly lower than the 2nd year students. Both student groups pointed out specific "problematic educational aspects" practically in the same items.

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