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"Kurikulum Fakultas Kedokteran Universitas Indonesia (FKUI) mengalami perubahan besar pada tahun 2005. Suatu evaluasi terhadap atmosfir pendidikan dalam kurikulum baru perlu dilaksanakan, sebagai bagian dari keseluruhan proses evaluasi kurikulum. Pada bulan Juni 2007, instrumen Dundee Ready Education Environment Measure (DREEM) diberikan kepada 210 mahasiswa tingkat dua yang mengikuti kurikulum baru dan 259 mahasiswa tingkat tiga yang menjalani kurikulum lama, untuk menilai persepsi mahasiswa terhadap atmosfir pendidikannya. Salah satu perbedaan yang signifikan antara persepsi kedua kelompok mahasiswa adalah terdapat lebih sedikit masalah menyontek di tingkat dua, namun penjadwalan kegiatan di tingkat tiga lebih baik. Profil persepsi mahasiswa dari kedua kelompok yang hampir sama mengindikasikan bahwa atmosfir pendidikan dalam kurikulum baru belum meningkat secara signifikan. Hal ini erat hubungannya dengan permasalahan dalam manajemen dan organisasi aspek detail kurikulum baru. Institusi pendidikan perlu menilai kembali persepsi mahasiswa setelah kurikulum baru sudah lebih terinternalisasi.

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AbstractThe Faculty of Medicine University of Indonesia underwent a major curriculum reform in 2005. There is a necessity to evaluate the new curriculum?s educational environment, as a part of the curriculum evaluation. In June 2007, the DREEM (Dundee Ready Education Environment Measure) was administered to 210 second year students with an innovative curriculum and 259 third year students with the more traditional curriculum, to measure the students? perceptions of the educational environment. One of the most significant differences between the perceptions of the two groups is that there are less cheating problems in the second year, but the third year is better timetabled. The almost similar profiles indicate that the new curriculum?s educational environment has not improved significantly. It is related with problems in managing and organizing the new curriculum?s detail aspects. The institution needs to re-evaluate the perceptions of the educational environment when the curriculum is more internalised. "

"Student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to improve higher education teaching and learning, and other areas of student tertiary experience. Despite this, little academic literature has focussed on the experiences of academics, higher education leaders and managers. The final title in the Chandos learning and teaching series to focus on student feedback, Enhancing learning and teaching through student feedback in the medical and health Sciences expands on topics covered in the previous publications, focussing on the medical and health science disciplines. This edited title includes contributions from experts in higher education quality, and student feedback from a range of countries, such as Australia, Europe, Canada, the USA, the UK, South East Asia and India. The book is concerned with the practices of evaluation and higher education quality in medical and health science disciplines, with particular focus on student feedback. The book begins by giving a discipline-specific overview of student feedback in medical and health sciences, before moving on to take a global perspective. The penultimate chapter considers the accountability of student evaluations in health and medical sciences, before a conclusion summarises the practices of student feedback and accountability in medical and health sciences, and suggests future improvements."

"This title is the second Chandos learning and teaching series book that explores themes surrounding enhancing learning and teaching through student feedback. It expands on topics covered in the previous publication, and focuses on social science disciplines. The editors previously addressed this gap in their first book Student Feedback: The cornerstone to an effective quality assurance system in higher education. In recent years, student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and also other areas of student tertiary experience. This is an edited book with contributions by experts in higher education quality and particularly student feedback in social science disciplines from a range of countries, such as Australia, Europe, Canada, the USA, the UK and India. This book is concerned with the practices of evaluation and higher education quality in social science disciplines, with particular focus on student feedback."