Why a teacher centered medical school curriculum may result in a poor educational environment?

Eiad Abdelmohsen AlFaris, Naghma Naeem , Sean McAleer, Riaz Qureshi, Cees van der Vleuten, Farhana Irfan , Amr Jamal

2020, Vol: 10, Issue: 4

10 / 4Current Issue Online First Archive Aims and Scope Abstracting & Indexing Most Accessed Articles Most Downloaded Articles Most Cited Articles

Required files to be uploaded

Author Agreement Form

« Previous Article

Original Research

J Contemp Med Edu. 2014; 2(2): 85-90

doi: 10.5455/jcme.20140620013233

Why a teacher centered medical school curriculum may result in a poor educational environment?

Eiad Abdelmohsen AlFaris, Naghma Naeem, Sean McAleer, Riaz Qureshi, Cees van der Vleuten, Farhana Irfan, Amr Jamal.

Cited by (3)

Abstract
Context: Studentsâ€™ achievements, satisfaction, and success have been found to correlate with their perception of their educational environment (EE). Objectives: The objectives of the present study were to identify (a) the medical studentsâ€™ perceptions of their EE at a school with a teacher-centered curriculum (b) the reasons behind the items with low ratings and (c) ways to improve the EE at this school. Methods: In this article, the focus will be on the qualitative part of the mixed method of study, which was conducted at a large medical school in Riyadh, Saudi Arabia during 2006-2007. A total of 1132 students filled out a bilingual (Arabic and English) version of the Dundee Ready Educational Environment Measure (DREEM) inventory. Five focus group discussions with 28 students were conducted. The low scoring areas of the DREEM were used as input for the discussion. Findings: The mean total DREEM score for the medical school was 94.7 (± 21.5) out of a maximum of 200. The main curriculum variables contributing to poor DREEM scores were curriculum overload, stress, lack of feedback, and poor teaching skills. The possible solutions to these problems, as suggested by the students were to involve the students in the learning process, courses to help the faculty to develop their teaching skills, assessments with provision of feedback, stronger student support system and introduction of study skills courses for studentâ€™s. Conclusions: This study provides insight into the reasons associated with a poor learning climate. The strategies to promote a healthy EE point to relatively more student-centered elements in the curriculum and the introduction of a study skills course in the 1st year.

Key words: Curriculum, dundee ready educational environment measure inventory, educational climate, environment, perceptions, undergraduate medical students

	ARTICLE TOOLS
	Abstract
	PDF Fulltext
	How to cite this article
	Citation Tools
	Related Records
	Articles by Eiad Abdelmohsen AlFaris Articles by Naghma Naeem Articles by Sean McAleer Articles by Riaz Qureshi Articles by Cees van der Vleuten Articles by Farhana Irfan Articles by Amr Jamal
	on Google
	on Google Scholar
	Article Statistics
	Viewed: 4912 Downloaded: 636 Cited: 3

REFERENCES

1. Fraser BJ. The birth of a new journal: EditorÃ¢â‚¬â„¢s introduction. LearnEnviron Res 1998;1:1-5.

2. Roff S, McAleer S. What is educational climate? Med Teach2001;23:333-4.

3. Pimparyon P, McAleer S, Pemba S, Roff S. Educational environment,student approaches to learning and academic achievement in a Thainursing school. Med Teach 2000;22:359-64. [DOI via Crossref]

4. Al Rukban MO, Khalil MS, Al-Zalabani A. Learning environment inmedical schools adopting different educational strategies. Educ ResRev 2010;5:126-9.

5. Genn JM. AMEE Medical Education Guide No 23 (Part 1): Curriculum,environment, climate, quality and change in medical education - Aunifying perspective. Med Teach 2001;23:337-44. [DOI via Crossref] [Pubmed]

6. Pascarella ET. College environmental influences on studentsÃ¢â‚¬â„¢educational aspirations. J High Educ 1984;55:751-71. [DOI via Crossref]

7. Roff S. The Dundee Ready Educational Environment Measure (DREEM)Ã¢â‚¬" A generic instrument for measuring studentsÃ¢â‚¬â„¢ perceptions ofundergraduate health professions curricula. Med Teach 2005;27:322-5. [DOI via Crossref] [Pubmed]

8. Roff S, McAleer S, Harden RM, Al-Qahtani M, Ahmed AU, Deza H,et al. Development and validation of the Dundee ready educationenvironment measure (DREEM). Med Teach 1997;19:295-9. [DOI via Crossref]

9. Roff S, McAleer S, Ifere OS, Bhattacharya S. A global diagnostic toolfor measuring educational environment: Comparing Nigeria andNepal. Med Teach 2001;23:378-82. [DOI via Crossref] [Pubmed]

10. Al-Hazimi A, Al-Hyiani A, Roff S. Perceptions of the educationalenvironment of the medical school in King Abdul Aziz University,Saudi Arabia. Med Teach 2004;26:570-3. [DOI via Crossref] [Pubmed]

11. Nahar N, Talukder HK, Khan TH, Mohammad S, Nargis T. StudentsÃ¢â‚¬â„¢perception of educational environment of medical colleges inBangladesh. Bangabandhu Sheikh Mujib Med Univ J 2010;3:97-102.

12. Jiffry MT, McAleer S, Fernando S, Marasinghe RB. Using the DREEMquestionnaire to gather baseline information on an evolving medicalschool in Sri Lanka. Med Teach 2005;27:348-52. [DOI via Crossref] [Pubmed]

13. Mayya S, Roff S. StudentsÃ¢â‚¬â„¢ perceptions of educational environment:A comparison of academic achievers and under-achievers at KasturbaMedical College, India. Educ Health (Abingdon) 2004;17:280-91. [DOI via Crossref] [Pubmed]

14. Zaini R. The use of DREEM as curriculum need analysis tool. MedTeach 2005;27:385.

15. Al-Hazimi A, Zaini R, Al-Hyiani A, Hassan N, Gunaid A, Ponnamperuma G,et al. Educational environment in traditional and innovative medicalschools: A study in four undergraduate medical schools. Educ Health(Abingdon) 2004;17:192-203. [DOI via Crossref] [Pubmed]

16. Aghamolaei T, Fazel I. Medical studentsÃ¢â‚¬â„¢ perceptions of theeducational environment at an Iranian Medical Sciences University.BMC Med Educ 2010;10:87. [DOI via Crossref] [Pubmed] [PMC Free Fulltext]

17. Al-Ayed IH, Sheik SA. Assessment of the educational environmentat the College of Medicine of King Saud University, Riyadh. EastMediterr Health J 2008;14:953-9.

18. Varma R, Tiyagi E, Gupta JK. Determining the quality of educationalclimate across multiple undergraduate teaching sites using theDREEM inventory. BMC Med Educ 2005;5:8. [DOI via Crossref] [Pubmed] [PMC Free Fulltext]

19. Riquelme A, Oporto M, Oporto J, MÃ©ndez JI, Viviani P, Salech F,et al. Measuring studentsÃ¢â‚¬â„¢ perceptions of the educational climateof the new curriculum at the Pontificia Universidad CatÃ³lica deChile: Performance of the Spanish translation of the Dundee ReadyEducation Environment Measure (DREEM). Educ Health (Abingdon)2009;22:112.

20. Dunne F, McAleer S, Roff S. Assessment of the undergraduatemedical education environment in a large UK medical school. HealthEduc J 2006;65:149-58.

21. Lokuhetty MD, Warnakulasuriya SP, Perera RI, De Silva HT,Wijesinghe HD. StudentsÃ¢â‚¬â„¢ perception of the educational environmentin a medical faculty with an innovative curriculum in Sri Lanka. S EastAsian J Med Educ 2010;4:9-16.

22. TontuÃ¾ HÃ–. DREEM; dreams of the educational environment as itseffect on education result of 11 medical faculties of Turkey. J ExpClin Med 2011;27(3):104-108.

23. Seabrook MA. Clinical studentsÃ¢â‚¬â„¢ initial reports of the educationalclimate in a single medical school. Med Educ 2004;38:659-69. [DOI via Crossref] [Pubmed]

24. McAleer S, Roff S. Part 3: A practical guide to using the Dundee ReadyEducation Environment Measure (DREEM). In: Dundee GJ, Editor.Scotland: AMEE Medical Education Guide No. 23. 2002. p. 29-33.

25. Cameron J. Focussing on the focus group. In: Hay I, editor. QualitativeResearch Methods in Human Geography. Oxford/Melbourne: OxfordUniversity Press; 2000. p. 83-102.

26. Shaikh BT, Kahloon A, Kazmi M, Khalid H, Nawaz K, Khan N, et al.Students, stress and coping strategies: A case of Pakistani medicalschool. Educ Health (Abingdon) 2004;17:346-53. [DOI via Crossref] [Pubmed]

27. Oelschlager AM, Smith S, Tamura G, Carline J, Dobie S. Where domedical students turn? The role of the assigned mentor in the fabricof support during medical school. Teach Learn Med 2011;23:112-7. [DOI via Crossref] [Pubmed]

28. Ko SM, Kua EH, Fones CS. Stress and the undergraduates. SingaporeMed J 1999;40:627-30.

29. Schultz KW, Kirby J, Delva D, Godwin M, Verma S, Birtwhistle R,et al. Medical StudentsÃ¢â‚¬â„¢ and ResidentsÃ¢â‚¬â„¢ preferred site characteristicsand preceptor behaviours for learning in the ambulatory setting: Across-sectional survey. BMC Med Educ 2004;4:12. [DOI via Crossref] [Pubmed] [PMC Free Fulltext]

30. Higgins R, Hartley P, Skelton A. The conscientious consumer:Reconsidering the role of assessment feedback in student learning.Stud Higher Educ 2002;27:53-64. [DOI via Crossref]

31. Weaver MR. Do students value feedback? Student perceptions oftutorsÃ¢â‚¬â„¢ written responses. Assess Eval High Educ 2006;31:379-94. [DOI via Crossref]

32. Norman G, Neville A, Blake JM, Mueller B. Assessment steerslearning down the right road: Impact of progress testing on licensingexamination performance. Med Teach 2010;32:496-9. [DOI via Crossref] [Pubmed]

This Article Cited By the following articles

Bolstering diagnostic reasoning skills with adaptive learning Medical Teacher 2018; (): 1.	1

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer? PLoS ONE 2017; 12(4): e0174829.	2

Student centered curricular elements are associated with a healthier educational environment and lower depressive symptoms in medical students BMC Medical Education 2014; 14(1): 192.	3

How to Cite this Article

Pubmed Style

Eiad Abdelmohsen AlFaris, Naghma Naeem , Sean McAleer, Riaz Qureshi, Cees van der Vleuten, Farhana Irfan , Amr Jamal. Why a teacher centered medical school curriculum may result in a poor educational environment?. J Contemp Med Edu. 2014; 2(2): 85-90. doi:10.5455/jcme.20140620013233

Web Style

Eiad Abdelmohsen AlFaris, Naghma Naeem , Sean McAleer, Riaz Qureshi, Cees van der Vleuten, Farhana Irfan , Amr Jamal. Why a teacher centered medical school curriculum may result in a poor educational environment?. http://www.jcmedu.org/?mno=48945 [Access: April 20, 2020]. doi:10.5455/jcme.20140620013233

AMA (American Medical Association) Style

Eiad Abdelmohsen AlFaris, Naghma Naeem , Sean McAleer, Riaz Qureshi, Cees van der Vleuten, Farhana Irfan , Amr Jamal. Why a teacher centered medical school curriculum may result in a poor educational environment?. J Contemp Med Edu. 2014; 2(2): 85-90. doi:10.5455/jcme.20140620013233

Vancouver/ICMJE Style

Eiad Abdelmohsen AlFaris, Naghma Naeem , Sean McAleer, Riaz Qureshi, Cees van der Vleuten, Farhana Irfan , Amr Jamal. Why a teacher centered medical school curriculum may result in a poor educational environment?. J Contemp Med Edu. (2014), [cited April 20, 2020]; 2(2): 85-90. doi:10.5455/jcme.20140620013233

Harvard Style

Eiad Abdelmohsen AlFaris, Naghma Naeem , Sean McAleer, Riaz Qureshi, Cees van der Vleuten, Farhana Irfan , Amr Jamal (2014) Why a teacher centered medical school curriculum may result in a poor educational environment?. J Contemp Med Edu, 2 (2), 85-90. doi:10.5455/jcme.20140620013233

Turabian Style

Eiad Abdelmohsen AlFaris, Naghma Naeem , Sean McAleer, Riaz Qureshi, Cees van der Vleuten, Farhana Irfan , Amr Jamal. 2014. Why a teacher centered medical school curriculum may result in a poor educational environment?. Journal of Contemporary Medical Education, 2 (2), 85-90. doi:10.5455/jcme.20140620013233

Chicago Style

Eiad Abdelmohsen AlFaris, Naghma Naeem , Sean McAleer, Riaz Qureshi, Cees van der Vleuten, Farhana Irfan , Amr Jamal. "Why a teacher centered medical school curriculum may result in a poor educational environment?." Journal of Contemporary Medical Education 2 (2014), 85-90. doi:10.5455/jcme.20140620013233

MLA (The Modern Language Association) Style

APA (American Psychological Association) Style

Eiad Abdelmohsen AlFaris, Naghma Naeem , Sean McAleer, Riaz Qureshi, Cees van der Vleuten, Farhana Irfan , Amr Jamal (2014) Why a teacher centered medical school curriculum may result in a poor educational environment?. Journal of Contemporary Medical Education, 2 (2), 85-90. doi:10.5455/jcme.20140620013233

Most Viewed Articles

The impact of gender and English language on the academic performance of students: An experience from new Saudi medical school
Najwa Al-Mously, Raneem Salem, Nasser Al-Hamdan
J Contemp Med Edu. 2013; 1(3): 170-176
» Abstract & References » doi: 10.5455/jcme.20130226121358

Oral medicine and radiology- the Indian scenario
Shishir Ram Shetty, Mansib M Shaik, Subhas G Babu
J Contemp Med Edu. 2013; 1(1): 59-61
» Abstract & References » doi: 10.5455/jcme.20121220032624

Non scholae sed vitae discimus (Not for school but for life we learn): Thoughts on the traditional lecture in medical education
Thomas Efferth
J Contemp Med Edu. 2013; 1(2): 69-72
» Abstract & References » doi: 10.5455/jcme.20130226121738

Knowledge, attitude & practices of medical students and teachers towards clinical research in a tertiary care hospital in Mumbai – cross sectional survey
Dinesh K Dhodi, Karan B Thakkar, Gauri Billa, Akash A Khobragade, Shyamal R Sinha, Sadiq B Patel
J Contemp Med Edu. 2013; 1(4): 238-244
» Abstract & References » doi: 10.5455/jcme.20130608045519

The relationship between spirituality and burnout among medical students
Amy Wachholtz, MaiLan Rogoff
J Contemp Med Edu. 2013; 1(2): 83-91
» Abstract & References » doi: 10.5455/jcme.20130104060612

Most Downloaded

Communication skills for medical students – An overview
Ramesh Ramasamy, Sathish Babu Murugaiyan, Rachel Shalini, Kuzhandai Velu Vengadapathy, Niranjan Gopal
J Contemp Med Edu. 2014; 2(2): 134-140
» Abstract & References » doi: 10.5455/jcme.20140321110500

Five-year trend of competitiveness and knowledge-gaining attitude of university students; Evaluation based on an event of continuing health sciences education
Fujio Takayama, Yoshiko Amikura, Sudhakar John, Vidyasagar Devaprasad Dedeepiya, Rajappa Senthilkumar, Govindan Venkataramani, Kottoorathu Mammen Cherian, Hajib Naraharirao Madhavan, David W Green, Masahiko Matsumoto, Shoji Suzuki, Masaru Iwasaki, Senthilkumar Preethy , Samuel JK Abraham
J Contemp Med Edu. 2013; 1(2): 92-99
» Abstract & References » doi: 10.5455/jcme.20130115055107

Assessment of Emotional Intelligence in Pediatric and Med-Peds Residents
Ramzan Shahid, Jerold Stirling, William Adams
J Contemp Med Edu. 2016; 4(4): 153-158
» Abstract » doi: 10.5455/jcme.20170116015415

Most Cited Articles

Perceptions of Personalized Medicine in an Academic Health System: Educational Findings
Allison Vorderstrasse, Sara Huston Katsanis, Mollie A Minear, Nancy Yang, Tejinder Rakhra-Burris, Jason W Reeves, Robert Cook-Deegan, Geoffrey S Ginsburg, Leigh Ann Simmons
J Contemp Med Edu. 2015; 3(1): 14-19
» Abstract & References » doi: 10.5455/jcme.20150408050414
Cited : 9 times [Click to see citing articles]

Building a theoretically grounded model to support the design of effective non-technical skills training in healthcare: The SECTORS model
Morris Gordon
J Contemp Med Edu. 2013; 1(2): 77-82
» Abstract & References » doi: 10.5455/jcme.20121217125557
Cited : 8 times [Click to see citing articles]

Contact Information

Your comments are very important to us

How to cite this article

This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the Budapest Open Access Initiative (BOAI) definition of open access. The articles in Journal of Contemporary Medical Education are open access articles licensed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc-sa/3.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, provided the work is properly cited.

Copyright © 2020 Journal of Contemporary Medical Education All Rights Reserved. Subject to change without notice from or liability to Journal of Contemporary Medical Education. For best results, please use Internet Explorer or Google Chrome	Contact Information Your comments are very important to us We welcome your ideas, suggestions, comments, or questions. To reach Editorial Board please use one of the methods provided below. Email us at info[at]scopemed.com We will respond within 48 to 72 hours. Change of address or personal information? Please visit your account at www.ejmanager.com to update your information.